Transitioning Communication Education to an Interactive Online Module Format

Abstract

Background The Changing Talk (CHAT) intervention successfully improves nursing home (NH) staff communication by reducing elderspeak. However, providing CHAT in NHs is challenging and costly due to presenter travel and staff scheduling. To facilitate dissemination of the CHAT communication training program, the traditional classroom format was modified and interactive online modules were created. The goal was to maintain the content and effectiveness of the original classroom format but to extend access to larger numbers of NH staff. This article reports on the process of transitioning the onsite didactic program to interactive online modules and reports the results of pilot testing evaluating the outcomes of the online modules in comparison to the traditional classroom format. Methods Interactive online modules were developed, pilot tested, and the evaluation results were compared to those of participants who previously completed the classroom format training. Results Online participants (N=9) demonstrated increased scores on pre and posttest assessments (improved from M=82.4 % to M=91.2 %). Participant ratings of a recorded staff-resident interaction showed improved recognition of elderspeak and person-centered communication after training. Online participants responded similarly to questions on the Modified Diffusion of Innovation Scale, suggesting that online participants had similar intentions to use learned skills in their practice. The majority of participants who completed the program evaluation rated the program highly on all aspects and reported “a great deal of improvement” on the training objectives. Conclusions These results suggest that an evidence-based intervention can be translated from traditional classroom to online format maintaining effects on increasing staff knowledge and intentions to use learned skills in practice. However, the modules should be tested in a larger and more representative sample.

Asynchronous e-learning with technology-enabled and enhanced training for continuing education of nurses: a scoping review

“…3 . The most common continents of publication were Asia (25 articles: China, three [ 27 , 32 , 40 ]; Japan, 11 [ 29 , 34 , 56 , 61 , 63 , 64 , 68 , 70 , 71 , 75 , 76 ]; South Korea, six [ 26 , 30 , 44 , 47 , 65 , 69 ]; Singapore, two [ 12 , 67 ]; Turkey, one [ 38 ]; Israel, one [ 66 ]]; Iran, one [ 25 ]), followed by North America (21 articles: US, 18 [ 11 , 21 , 24 , 31 , 39 , 43 , 46 , 48 – 50 , 52 , 54 , 55 , 58 , 60 , 62 , 72 , 73 ]; Canada, three [ 9 , 23 , 57 ]), Europe (eight articles: UK, two [ 35 , 45 ]; Spain, one [ 36 ]; Italy, one [ 59 ]; Switzerland, one [ 74 ]; Netherlands, one [ 77 ]; Sweden, one [ 37 ]; Finland, one [ 51 ]) and Australia (six articles [ 22 , 28 , 33 , 41 , 42 , 53 ]). Of the 60 studies, three were systematic review articles (Table 3 ) [ 9 , 12 , …”

“…Table 4 shows the classifications of technological approaches based on the two categories mentioned by Ngenzi et al (2021) [ 14 ]. The most commonly used technologies among enabling technologies were interactive online modules (25 articles) [ 11 , 21 – 24 , 28 , 29 , 31 , 33 , 35 , 37 , 42 , 43 , 45 , 48 – 50 , 53 , 54 , 56 , 57 , 62 , 65 , 66 , 72 ] and videos (25 articles) [ 11 , 24 , 26 , 30 – 32 , 34 , 35 , 38 , 42 , 44 , 50 , 52 , 57 , 61 , 65 , 68 , 70 – 77 ]. The next most commonly used technologies were slides or PowerPoint (11 articles) [ 11 , 34 , 39 , 46 , 47 , 58 , 59 , 63 , 69 , 73 , 77 ] and online discussions (seven articles) [ 11 , 26 , 28 , 31 , 54 , 57 , 72 ].…”

“…The next most commonly used technologies were slides or PowerPoint (11 articles) [ 11 , 34 , 39 , 46 , 47 , 58 , 59 , 63 , 69 , 73 , 77 ] and online discussions (seven articles) [ 11 , 26 , 28 , 31 , 54 , 57 , 72 ]. The most commonly used enhancing technology category was scenario-based learning (nine articles) [ 31 , 32 , 42 , 51 , 53 , 54 , 59 , 62 , 76 ], followed by resource access (eight articles) [ 24 , 26 , 28 , 33 , 35 , 53 , 59 , 60 ] and narrated PowerPoint (eight articles) [ 23 , 27 , 46 , 57 , 60 , 64 , 71 , 75 ], computer simulation or virtual reality (three articles) [ 31 , 49 , 62 ], and gamification (three articles) [ 11 , 50 , 67 ]. Five studies used multiple enhancing technology options [ 31 , 53 , 59 , 60 , 62 ].…”

Late-life suicide prevention strategies: current status and future directions

“…Elderspeak is empirically linked to poor outcomes, such as resisting care in long-term care settings (i.e., nursing homes) [9]. Recent research indicates that elderspeak can be reduced among long-term care staff by providing education and communication training [9] and that this type of program shows promise for web-based dissemination [11].…”

Meeting the Challenges in Communication Change Intervention Development and Testing

“…The original 3-hour, in-person Changing Talk (CHAT) communication training program demonstrated effectiveness in reducing elderspeak and resistance to care behaviors in three studies with staff and residents across 20 nursing homes ( Williams et al, 2017 ). However, widespread, consistent, and sustained implementation of such training is hampered by nursing home staff turnover and multiple barriers to in-person continuing education scheduling and attendance.…”