This research investigates the linkage between training evaluation, learning design and training transfer. A new training evaluation model, (i.e., learning‐transfer evaluation model [LTEM]), was used to examine its ability to provide evaluative evidence through robust assessments in pre‐, post‐ and delayed assessments. The model was used to improve the training design of a nursing training programme and to nudge the stakeholders to change their training practices. A mixed‐methods research approach, called convergent parallel, was employed to study the influence of the LTEM model in training design improvement by assessing the perceptions of nurse trainees, trainers and a nurse educator towards the instructional design of the training programme. A quantitative approach was used to examine the extent to which the improved programme using an iterative design cycle would result in improved performance among four groups (i.e., one baseline and three treatment groups). The integrated data showed that the LTEM model influenced the stakeholders to focus more on skills practice. With this shift of mindset, the training design was enhanced based on the principles of learning design, cognitive science and multimedia principles. Results of the pre‐, post‐ and delayed posttests showed higher mean scores in the three treatment groups compared to the baseline group. For the measure of transfer, while the treatment groups scored higher, there was no statistically significant difference among all four groups. This could be attributed to nurses’ varied levels of experience, negative transfer and the use of different evaluation matrices in the study and by the hospital.

Background: Pregnancy is one of the critical periods in a woman's life. Pregnancy is a suitable time for nutrition education. Pregnant women pay special attention to various aspects of their health, their fetuses' health and they are accurate about the amount and type of food who consume. So, the aim of this study was to determine the effect of educational program based on BASNEF model on pregnant women's performance reffered to Meraj health centers in 2013 in Bushehr. Materials and Methods:This quasi-experimental study was conducted in two groups including control and experimental group. Before the intervention in both groups, food frequency questionnaires completed, then educational intervention for experimental group was done in four sessions (three sessions for pregnant women and one session for their husbands) and educational pamphlets were given to them about suitable nutrition during pregnancy. Data were analyzed by using SPSS18 software. Results:Results showed that 55% of women had an education level until diploma, most of them were housewives (65%) or their income (47.5%) was more than one million Tomans. The results showed that between nutrition performance of experimental group in food groups of bread and cereals (F=27.11 and p=0.0001), meat and protein group (F=7.647 and p=0.009), fruit group (F=20.9 and p=0.0001), vegetables (F=6.236 and p=0.018) and dairy products (F=3.66 and p=0.048), had a significant difference with control groups. Conclusion: Designing and implementation of BASNEF model can be effective in pregnancy nutrition. This model can be effective with proper and coordinated structure in improving the pregnant women nutrition. Designing intervention and educational programs is inexpensive, functional and applicable by using this model and provide an organizational framework to individuals as well.

This paper introduces online learning related key considerations for asynchronous health information dissemination during the COVID-19 pandemic. The findings are based on 1.5 years of real-time massive scale learning intervention during this public health emergency and on related literature reviews. Meta-data analysis on World Health Organization’s (WHO) open access online learning platform OpenWHO and review on health emergency learning interventions literature. The study sought to operationalize the key considerations related to the health information dissemination as an asynchronous online learning delivery. Statistics driven findings were made based on open-source learning platform OpenWHO use case and scientific literature from the similar recorded experiences. The paper presents analysis from the recent literature and couples it with the real-time pandemic learning response results. The study suggests establishing key considerations for health emergency related learning dissemination for mass audiences: Real-time learning provision in free access, low-bandwidth and offline use formats, national and local language provision, choice of format for learners and adjustment of the learning content based on adult learning principles. The key considerations of the online learning delivery in mass mode in health emergencies emerged from the study and are recommended way forward for any international learning provided in health emergencies.

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