Development of a blended learning system for nurses to learn the basics of psychoeducation for patients with mental disorders

Abstract

Background Psychoeducation should be practiced by various professionals. However, many Japanese psychiatric nurses recognize that psychoeducation should be practiced by other professionals, and show passive attitudes toward learning about evidence-based practices (EBPs), including psychoeducation. We developed a psychoeducation practitioner training program (PPTP) to nurture nurses. However, the PPTP was shown to be ineffective to help nurses achieve psychoeducation skills, although it improved their knowledge of psychoeducation and views on EBP. We developed and evaluated a revised version of the PPTP, integrating blended learning that combines e-learning and group education (BL-PPTP), to nurture nurses’ competencies to practice psychoeducation for patients with mental disorders. Method We trained nurses working on acute psychiatric care wards of Japanese hospitals using BL-PPTP, and compared their attitudes for evidence-based practices (EBP attitudes), preparedness for psychoeducational practice, and self-efficacy at 4 points to clarify time-course changes in each participant. Results Sixty-nine nurses participated, 31 withdrew, and 38 were analyzed. The time needed to complete BL-PPTP ranged from 31 to 259 days, revealing a marked individual difference. There were significant improvements in most participants’ EBP attitudes and preparedness for psychoeducational practice at the end of the program compared with the baseline. Conclusions BL-PPTP may be useful to nurture nurses’ competencies to practice psychoeducation. BL-PPTP developed in the present study may also help disseminate psychoeducation among nurses, and increase the quality of nursing care.

value of a blended learning supervision course at the advanced level: Supervisors’ experiences

“…The group discussions in the physical course component were also based on questions that the participants had individually reflected on within the digital component. These findings are consistent with other research that recommend blended learning in higher education (Nayar & Koul, 2020;Matsuda & Kohno, 2021;Fitzgerald et al, 2022).…”

“…Blended learning is seen as an effective learning method surpassing traditional learning methods in higher education (Edward et al, 2018;Ghazal et al, 2018;Nayar & Koul, 2020;Matsuda & Kohno, 2021;Fitzgerald et al, 2022). The term blended learning is defined as the use of traditional classroom teaching methods together with the use of online learning (Garrison & Vaughan, 2008).…”

Interventions for Strengthening General Self-Efficacy Beliefs in College Students: An Integrative Review

“…Psychoeducational-based interventions have the potential for broad reach, as they can be implemented by any knowledgeable professional to provide accurate information on health issues and enable effective self-management. Multiple pieces of evidence have indicated the efficacy of psychoeducational interventions in mental health (31)(32) , highlighting the central role of nurses in planning and executing programs with this approach (32) .…”

Intervenções para Fortalecimento das Crenças de Autoeficácia Geral em Estudantes Universitários: Revisão Integrativa

“…As intervenções baseadas na psicoeducação possuem um potencial de alcance amplo, uma vez que podem ser implementadas por qualquer profissional munido de conhecimento, com o objetivo de fornecer informações precisas sobre questões de saúde e possibilitar uma efetiva autogestão. Diversas evidências apontaram a eficácia de intervenções psicoeducacionais no âmbito da saúde mental (31)(32) , além de refletir o papel central do enfermeiro no planejamento e execução de programas com essa abordagem (32) .…”