Blended learning in quality improvement training for healthcare professionals in Qatar

Suliman, Shireen; Hassan, Reham; Athamneh, Khawla A.; Jenkins, Marjorie; Bylund, Carma L.

doi:10.5116/ijme.5a80.3d88

Cited by 9 publications

(9 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Online learning platforms have the potential to bring healthcare professionals together to share knowledge and collaborate in QI teaching, learning and education [ 10 ]. Beyond the pandemic situation, well designed, self-directed e-learning programmes which are responsive to the dynamic healthcare sector, may lead to better knowledge retention as compared to traditional didactic lectures [ 11 ]. There is much to be understood about the usefulness of distance learning modalities in effectively delivering QI training.…”

Section: Introductionmentioning

confidence: 99%

Virtual adaptation of traditional healthcare quality improvement training in response to COVID-19: a rapid narrative review

et al. 2020

View full text Add to dashboard Cite

Background Information and communication technology are playing a major role in ensuring continuity of healthcare services during the COVID-19 pandemic. The pandemic has also disrupted healthcare quality improvement (QI) training and education for healthcare professionals and there is a need to rethink the way QI training and education is delivered. The purpose of this rapid evidence review is to quickly, but comprehensively collate studies to identify what works and what does not in delivering QI training and education using distance learning modalities. Methods Three healthcare databases were searched along with grey literature sources for studies published between 2015 and 2020. Studies with QI training programmes or courses targeting healthcare professionals and students with at least one component of the programme being delivered online were included. Results A total of 19 studies were included in the review. Most studies had a mixed methods design and used blended learning methods, combining online and in-person delivery modes. Most of the included studies reported achieving desired outcomes, including improved QI knowledge, skills and attitudes of participants and improved clinical outcomes for patients. Some benefits of online QI training delivery include fewer required resources, reduced need for on-site instructors, increased programme reach, and more control and flexibility over learning time for participants. Some limitations of online delivery modes include limited learning and networking opportunities, functional and technical problems and long lead time for content adaptation and customisation. Discussion The review highlights that distance learning approaches to QI help in overcoming barriers to traditional QI training. Some important considerations for those looking to adapt traditional programmes to virtual environments include balancing virtual and non-virtual methods, using suitable technological solutions, customising coaching support, and using multiple criteria for programme evaluation. Conclusion Virtual QI and training of healthcare professionals and students is a viable, efficient, and effective alternative to traditional QI education that will play a vital role in building their competence and confidence to improve the healthcare system in post-COVID environment.

show abstract

Section: Introductionmentioning

confidence: 99%

Virtual adaptation of traditional healthcare quality improvement training in response to COVID-19: a rapid narrative review

et al. 2020

View full text Add to dashboard Cite

show abstract

“…This study fills a gap in the literature around the impact of using blended-eLearning to teach quality improvement and leadership. While some studies do mention the use of eLearning in quality improvement (Mehta & Sharma, 2018 ; Suliman et al, 2018 ), few studies are exploring the impact on trainees’ behaviors and outcomes for patients, something previously cited as needed in research on eLearning (Armstrong et al, 2017 ; Sinclair et al, 2015 ) and achieved in this study, with the trainees enabling their facilities to screen 4591 patients of whom 575 received a brief intervention. Those services, not provided in the county before eDATA-K, were sustained in two hospitals and three community clinics in semi-urban and rural areas of an LMIC for the 8-month study period.…”

Section: Discussionmentioning

confidence: 87%

“…Blended-eLearning (online learning complemented with face-to-face activities) could offer an effective and potentially cost-effective option to provide relevant training (George et al, 2014 ; Hew & Cheung, 2014 ; Lewis et al, 2014 ; Liu et al, 2016 ; Maloney et al, 2012 ; Maloney et al, 2015 ; Marrinan et al, 2015 ; Sandars, 2010 ; Shorbaji et al, 2015 ; Sinclair et al, 2015 ; Walsh et al, 2010 ), even in LMICs, as technological access and user-capability improve (Bahia & Suardi, 2019 ; Dagys et al, 2015 ; Gomez, 2014 ; Kebaetse et al, 2014 ; Marrinan et al, 2015 ; Parent & Cruickshank, 2009 ; Sissine et al, 2014 ; The World Bank, 2020 ). To date, most eLearning research relates to imparting clinical competencies, with few studies on teaching QI or leadership, and most of those limited studies focus on the Institute for Health Care Improvement (IHI) online Open School (Bonnes et al, 2017 ; Mehta & Sharma, 2018 ; Suliman et al, 2018 ). Therefore, much remains unknown about the effectiveness of eLearning in this field (Tudor Car et al, 2018 ), especially in LMICs.…”

mentioning

confidence: 99%

Implementing and Sustaining Brief Addiction Medicine Interventions with the Support of a Quality Improvement Blended-eLearning Course: Learner Experiences and Meaningful Outcomes in Kenya

Clair

Atkinson

Musau

et al. 2022

Int J Ment Health Addiction

View full text Add to dashboard Cite

Quality improvement methods could assist in achieving needed health systems improvements to address mental health and substance use, especially in low-middle-income countries (LMICs). Online learning is a promising avenue to deliver quality improvement training. This Computer-based Drug and Alcohol Training Assessment in Kenya (eDATA-K) study assessed users’ experience and outcome of a blended-eLearning quality improvement course and collaborative learning sessions. A theory of change, developed with decision-makers, identified relevant indicators of success. Data, analyzed using descriptive statistics and thematic analysis, were collected through extensive field observations, the eLearning platform, focus group discussions, and key informant interviews. The results showed that 22 community health workers and clinicians in five facilities developed competencies enabling them to form quality improvement teams and sustain the new substance-use services for the 8 months of the study, resulting in 4591 people screened, of which 575 received a brief intervention. Factors promoting course completion included personal motivation, prior positive experience with NextGenU.org’s courses, and a certificate. Significant challenges included workload and network issues. The findings support the effectiveness of the blended-eLearning model to assist health workers in sustaining new services, in a supportive environment, even in a LMIC peri-urban and rural settings.

show abstract

“…This has been shown to improve content retention, skill acquisition and critical reasoning while maintaining the socialization benefit of face-to-face learning. [36,37] Besides the participating CNEs' preference for this teaching method, Dalhem and Saleh [38] reported that hybrid learning enriches nurses' professional experiences. It is well suited to practical disciplines, [39] like the nursing profession because it fosters skill development.…”

Section: Discussionmentioning

confidence: 99%

Blending learning: The preferred choice of clinical nurse educators to provide continuing professional development

Arnaert

Ahmad

Ponzoni

et al. 2019

JNEP

View full text Add to dashboard Cite

Introduction and objective: A clinical nurse educators’ (CNE) work is primarily focused on ensuring that fellow registered nurses have the skills and training to improve their clinical practice and maintain their professional competence. In recent years, resource limitations and a growing emphasis on self-directed learning have increased the pressure on nurse-educators to integrate e-learning into their teaching methods. While research has evaluated the experiences of nurses on this topic, limited understanding is known of CNEs’ experiences. Purpose: This qualitative study explored the CNEs’ experiences in facilitating continuing professional development for their nurses and the integration of e-learning in a University Health Center in Quebec, Canada.Methods: The sample consisted of 7 CNEs, who had more than one to 15 years of experience in their current position. Their experiences with e-learning varied: it ranged from incorporating a video-clip in their presentations, to providing input into the learning management system they tested. Semi-structured interviews were thematically analyzed. Results: Despite participants varied levels of knowledge towards e-learning, all were convinced that this method could be used complementarily alongside hands-on training. Though they recognized the importance of human contact in teaching, they also understood the limitations of the traditional pedagogy; lacking the addition of interactive features. Despite some criticism, CNEs were able to identify opportunities where e-learning could be useful: during nursing orientation, tracking, evaluation and accreditation purposes, content refreshment, and to standardize protocols.Discussion and conclusions: More research is needed, and cooperative efforts are required from nurses and nurse-management to engage in the promotion of professional development.

show abstract

Blended learning in quality improvement training for healthcare professionals in Qatar

Cited by 9 publications

References 6 publications

Virtual adaptation of traditional healthcare quality improvement training in response to COVID-19: a rapid narrative review

Virtual adaptation of traditional healthcare quality improvement training in response to COVID-19: a rapid narrative review

Implementing and Sustaining Brief Addiction Medicine Interventions with the Support of a Quality Improvement Blended-eLearning Course: Learner Experiences and Meaningful Outcomes in Kenya

Blending learning: The preferred choice of clinical nurse educators to provide continuing professional development

Contact Info

Product

Resources

About