An E-learning Module on Chronic Low Back Pain in Older Adults: Effect on Medical Resident Attitudes, Confidence, Knowledge, and Clinical Skills

Jacobs, Zachary G.; Elnicki, D. Michael; Perera, Subashan; Weiner, Debra K.

doi:10.1093/pm/pnx333

Cited by 12 publications

(24 citation statements)

References 43 publications

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“…In this study, students' attitudes about transcultural nursing in both groups was not significantly increased, and there was no significant difference in attitudes in the two groups. This study was in line with a previous study (Jacobs et al, 2018), which showed that there were no significant differences in attitude about Chronic Low Back Pain (CLBK) in the control module and e-learning modules. The results of this study are reinforced by the theory found in the cone of Edgar Dale (1969) (Sanjaya, 2015) which states that the more concrete students learn the subject matter, the more experience gained, and vice versa, if the more abstract students learn the learning material, the less experience gained.…”

Section: Attitude Of Transcultural Nursingsupporting

confidence: 92%

Effect of Using an Android-Based Module on Knowledge and Attitude of Nursing Students About the Provision of Transcultural Nursing

Sari¹,

Hapsari²,

Widyawati³

2020

Belitung Nurs J

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Background: The essence of transcultural nursing is to guide nursing students in order to be able to provide nursing care based on patients’ needs and their cultural backgrounds. To transfer the knowledge and attitude of the transcultural nursing effectively among generation Z students, an android-based module can be used and it is considered effective.Objective: This study aimed to determine the effect of using an android-based module on the knowledge and attitudes of nursing students regarding the provision of transcultural nursing.Methods: This study employed a quasi-experiment with a non-equivalent control group design. Ninety-four students were selected using a purposive sampling, which forty-seven were assigned in an android-based module group and a printed-module group. Data were measured using knowledge and attitude questionnaires about transcultural nursing, and perceived usefulness and perceived ease of use questionnaire for android-based modules. Data were analyzed using paired t-test and independent t-test with a significance level of < .05.Results: There was a significant effect of both android and printed based modules on knowledge of transcultural nursing (p <.05), but not for the attitude (p >.05). Based on the Independent t-test, there was no significant difference in students' knowledge and attitude about transcultural nursing between both groups (p >.05). However, the android-based module was considered useful (97.9%) with a mean value of 44, and was easy to use (91.5%) with a median value of 40.Conclusion: The use of both printed-based module and android-based module is effective to increase the students’ knowledge and attitudes about transcultural nursing.

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Section: Attitude Of Transcultural Nursingsupporting

confidence: 92%

Effect of Using an Android-Based Module on Knowledge and Attitude of Nursing Students About the Provision of Transcultural Nursing

Sari¹,

Hapsari²,

Widyawati³

2020

Belitung Nurs J

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“…Specifically, E-SOLAS was developed and underpinned by theory, with a clear rationale about how the intervention components were developed and adapted. The use of a formal evaluation model [ 13 ] allowed for a more comprehensive understanding of the effectiveness of E-SOLAS training, including the objective evaluation of physiotherapists’ behavior during training, which is frequently absent from assessments [ 23 , 47 , 48 ]. Furthermore, the application of the World Health Organization’s implementation outcomes using mixed methods enabled a comprehensive assessment of the feasibility of implementation of this e-learning training program and required adaptations to increase acceptability [ 24 ].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of an E-Learning Training Program to Support Implementation of a Group-Based, Theory-Driven, Self-Management Intervention For Osteoarthritis and Low-Back Pain: Pre-Post Study

et al. 2019

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BackgroundBy adaptation of the face-to-face physiotherapist-training program previously used in the Self-management of Osteoarthritis and Low back pain through Activity and Skills (SOLAS) feasibility trial, an asynchronous, interactive, Web-based, e-learning training program (E-SOLAS) underpinned by behavior and learning theories was developed.ObjectiveThis study investigated the effect of the E-SOLAS training program on relevant outcomes of effective training and implementation.MethodsThirteen physiotherapists from across Ireland were trained via E-SOLAS by using mixed methods, and seven physiotherapists progressed to implementation of the 6-week group-based SOLAS intervention. The effectiveness of E-SOLAS was evaluated using the Kirkpatrick model at the levels of reaction (physiotherapist engagement and satisfaction with E-SOLAS training methods and content), learning (pre- to posttraining changes in physiotherapists’ confidence and knowledge in delivering SOLAS content and self-determination theory-based communication strategies, administered via a SurveyMonkey questionnaire), and behavior (fidelity to delivery of SOLAS content using physiotherapist-completed weekly checklists). During implementation, five physiotherapists audio recorded delivery of one class, and the communication between physiotherapists and clients was assessed using the Health Care Climate Questionnaire (HCCQ), the Controlling Coach Behaviour Scale (CCBS), and an intervention-specific measure (ISM; 7-point Likert scale). A range of implementation outcomes were evaluated during training and delivery (ie, acceptability, appropriateness, feasibility, fidelity, and sustainability of E-SOLAS) using a posttraining feedback questionnaire and individual semistructured telephone interviews.ResultsWith regard to their reaction, physiotherapists (n=13) were very satisfied with E-SOLAS posttraining (median 5.0; interquartile range 1.0; min-max 4.0-5.0) and completed training within 3-4 weeks. With regard to learning, there were significant increases in physiotherapists’ confidence and knowledge in delivery of all SOLAS intervention components (P<.05). Physiotherapists’ confidence in 7 of 10 self-determination theory-based communication strategies increased (P<.05), whereas physiotherapists’ knowledge of self-determination theory-based strategies remained high posttraining (P>.05). In terms of behavior, physiotherapists delivered SOLAS in a needs supportive manner (HCCQ: median 5.2, interquartile range 1.3, min-max 3.7-5.8; CCBS: median 6.6, interquartile range 1.0, min-max 5.6-7.0; ISM: median 4.5, interquartile range 1.2, min-max 2.8-4.8). Fidelity scores were high for SOLAS content delivery (total %mean fidelity score 93.5%; SD 4.9%). The posttraining questionnaire and postdelivery qualitative interviews showed that physiotherapists found E-SOLAS acceptable, appropriate, feasible, and sustainable within primary care services to support the implementation of the SOLAS intervention.ConclusionsThis study provides preliminary evidence of the effectivenes...

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“…Irvine demonstrated that a theoretically based stand-alone mobile-web intervention that tailors content to users' preferences and interests can be an effective tool in self-management of low back pain and health behavior [55]. Zachary' study discovered the effect of an E-learning module in addition to attitudes, confidence and knowledge, on clinical skills chronic low back pain in older adults [56].…”

Section: Discussionmentioning

confidence: 99%

Promoting behavior-related low back health in nursing staff by in-person and interactive social media interventions in the workplace: a randomized trial

Kazemi¹,

Tavafian²,

Hiller³

et al. 2020

Preprint

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Background: Nurses are put at high risk of work-related low back pain (LBP) due to the nature of their work. There is wide scientific evidence that the incidence and prevalence of LBP in nurses is high. Therefore, promoting behaviors for low back health in nurses is essential. The aim of this study was to develop and evaluate a theory-based educational intervention on promoting behaviors of low back health via in-person and social media education among nursing personnel with LBP. Methods: The educational content was developed with six modules: knowledge, attitude, self-efficacy, reinforcing factors, enabling factors and behavior. Evaluation of the content was undertaken in nurses, mean age 36.50 ± 5.79 years, with LBP recruited to a community randomized controlled trial with two modes of delivery: in-person (n=60) and social media (n=60). Data were collected with a self-designed questionnaire at baseline, 3 and 6 months. Baseline comparisons between groups were made with Mann-Whitney U Test for non-normal data and T-Test for normal data. Comparison of change scores between groups and two delivery types across the three time periods used the mixed between-within subject analysis of variance. Results: A total of 120 nurses received the allocated intervention and completed the baseline and follow-up questionnaires. The results indicated there were no significant statistical differences between two delivery types in the variables at the baseline (p > .05). All educational component scores increased at 3-months in both groups. At the 6-month follow-up scores increased for enabling factors and behavior in the in-person group, while in the social media group all scores increased except for attitude. Based on Bonferroni Post hoc analysis there was the difference between the delivery types; social media was more effective in knowledge (p = .01), self-efficacy (p = .03), reinforcing factor (p = .05) and behavior (p = .001) than the in-person intervention. Conclusion: An educational program for low back health was developed based on the PRECEDE-PROCEED model and proved effective at improving knowledge, attitude, self-efficacy, reinforcing factors, enabling factors and behavior. However, delivery via social media was more successful than in-person in the maintenance of behavior over the long-term.

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An E-learning Module on Chronic Low Back Pain in Older Adults: Effect on Medical Resident Attitudes, Confidence, Knowledge, and Clinical Skills

Cited by 12 publications

References 43 publications

Effect of Using an Android-Based Module on Knowledge and Attitude of Nursing Students About the Provision of Transcultural Nursing

Effect of Using an Android-Based Module on Knowledge and Attitude of Nursing Students About the Provision of Transcultural Nursing

Evaluation of an E-Learning Training Program to Support Implementation of a Group-Based, Theory-Driven, Self-Management Intervention For Osteoarthritis and Low-Back Pain: Pre-Post Study

Promoting behavior-related low back health in nursing staff by in-person and interactive social media interventions in the workplace: a randomized trial

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