Home Nurses’ Opinions Toward e-Learning in Continuing Education

Vliegher, Kristel De; Paquay, Louis; Cordyn, Sam; Heirstrate, L.; Goense, E.; Pechon, S.; Labalue, J.; Putzeys, Dominique

doi:10.1177/1084822315573933

Cited by 3 publications

(4 citation statements)

References 13 publications

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“…Participants who committed the time and resources associated with convention registration and workshop participation may differ in some respects from broad-based samples of professional psychologists who have not necessarily engaged in similar levels of commitment and are instead only responding to an online survey. Some research suggests, for example, that the ability to discuss and exchange ideas with other learners and teachers positively impacts CE experiences (De Vliegher et al, 2015). This live interaction is key feature of those who participated in the live CE workshops (Survey 2) but unknown in relation to those who participated in Survey 1.…”

Section: Resultsmentioning

confidence: 99%

Continuing education in psychology: Preferences, practices, and perceived outcomes.

Taylor

Neimeyer

Bedwell

et al. 2019

Professional Psychology: Research and Practice

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Nearly every state licensure board requires psychologists to engage in continuing education (CE) for license renewal as a mechanism for ensuring ongoing learning and continuing professional competence. But what instructional methods promote the greatest learning, how do actual practices match those Editor's Note. Lavita Nadkarni served as the action editor for this article. JENNIFER M. TAYLOR received her PhD in counseling psychology from the University of Florida. She is an assistant professor of counseling psychology and counseling at the University of Utah. She served as the 2017 chair of the American Psychological Association's Continuing Education Committee (CEC) and the chair of the CEC Research Subcommittee. Her research interests include professional competence, continuing professional development, mentoring, continuing education, and lifelong learning.GREG J. NEIMEYER received his PhD in counseling psychology from the University of Notre Dame. He is an emeritus professor of psychology at the University of Florida. A fellow of the American Psychological Association, he has served as director of training and graduate coordinator in the Department of Psychology and was inducted as a lifetime member of the Academy of Distinguished Teaching Scholars. His research interests include the study of professional competence and lifelong learning. He currently serves as the associate executive director of continuing education in psychology at the American Psychological Association.JEFFREY S. BEDWELL received his PhD in clinical psychology from the University of Georgia. He is currently an associate professor in the Psy-chology Department at the University of Central Florida. His areas of professional interest include better understanding the etiology and underlying biological mechanisms of transdiagnostic symptoms such as anhedonia and constricted affect, and translating this knowledge into more effective treatments. He also has interest in assessing and improving the quality of continuing education for psychologists.MARK M. LEACH earned his PhD in counseling psychology from the University of Oklahoma. He is currently a professor and department chair of the Department of Counseling and Human Development at the University of Louisville. His research interests include ethics, forgiveness, and the roles of religion and spirituality on mental health. BRUCE S. LIESE received his MA in psychology from Columbia University and his PhD from the University at Albany (SUNY Albany). He is a professor of family medicine and psychiatry at the University of Kansas Medical Center, courtesy professor of psychology, and clinical director of the Cofrin Logan Center for Addiction Research and Treatment at the University of Kansas. His primary research interests include (a) the conceptualization, diagnosis, and treatment of behavioral and chemical addictions; (b) cognitive-behavioral therapy for treating complex problems; and (c) education, supervision, and training in psychology. In addition to teaching and conducting research, he pract...

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Section: Resultsmentioning

confidence: 99%

Continuing education in psychology: Preferences, practices, and perceived outcomes.

Taylor

Neimeyer

Bedwell

et al. 2019

Professional Psychology: Research and Practice

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“…Almost two-thirds of respondents reported that e-learning had limitations in palliative care education, citing 'limited interaction'. Other studies have highlighted learner preference for greater face-to-face interaction in palliative care education, especially the desire for practical experience with patients (De Vliegher et al, 2015;Selman et al, 2017;Schulz-Quach et al, 2018). Mentoring and the opportunity to discuss ideas with colleagues or experts in the field have been found to be highly valued by HCPs (De Vliegher et al, 2015).…”

Section: Motivators To Use E-learningmentioning

confidence: 99%

“…Other studies have highlighted learner preference for greater face-to-face interaction in palliative care education, especially the desire for practical experience with patients (De Vliegher et al, 2015;Selman et al, 2017;Schulz-Quach et al, 2018). Mentoring and the opportunity to discuss ideas with colleagues or experts in the field have been found to be highly valued by HCPs (De Vliegher et al, 2015). According to Cook et al (2010), practice exercises, interactivity, repetition and feedback also improved learning outcomes.…”

Section: Motivators To Use E-learningmentioning

confidence: 99%

“…Ongoing promotion of e-learning is necessary to ensure that knowledge is retained (Rawlings et al, 2020). Criteria for the success of an e-learning module were user-friendliness, a thorough explanation about the use of the platform (63.7%), a thorough development of the subject, the possibility to exchange ideas with colleagues or teachers, and the availability of online illustrations (De Vliegher et al, 2015).…”

Section: Motivators To Use E-learningmentioning

confidence: 99%

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Barriers and facilitators to e-learning in palliative care

Callinan¹

2020

Int J Palliat Nurs

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Background: E-learning provides opportunities for flexible learning to those who cannot access palliative education in the traditional classroom setting, but it also presents learners with challenges. The study aims to identify the barriers and facilitators to accessing e-learning courses in palliative care. Methods: Cross-sectional surveys were developed, piloted and disseminated to healthcare professionals (HCPs) working in palliative care on the island of Ireland (Republic of Ireland and Northern Ireland). Results: Important factors that motivated HCPs to participate in e-learning are: dedicated time; quick technical and administrative support; computer training before completing an e-learning course; and regular contact with the tutor in online course work. Some 50% indicated face-to-face assistance and hands-on training sessions as the type of support that they would like to receive. Conclusions: Healthcare professionals' prior experiences and attitudes towards e-learning will guide educators developing programmes. This study indicates the prerequisite for organisational supports and practical considerations to facilitate the uptake of e-learning.

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When Artificial Intelligence Tools Meet “Non-Violent” Learning Environments (SDG 4.3): Crossroads with Smart Education

Okulich-Kazarin,

Artyukhov,

Skowron

et al. 2024

Sustainability

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This paper continues the series of publications of our interdisciplinary research findings at the crossroads of higher education sustainability (SDG 4.3), smart education, and artificial intelligence (AI) tools. AI has begun to be used by universities to increase the quality of higher educational services. AI tools are expected to help university teachers in the teaching process. Students also use AI to help them complete their tasks. At the same time, AI may threaten Sustainable Development Goal 4 (SDG 4). In particular, this is a “blank spot” in the study of AI and non-violent learning environments (SDG 4.3). The aim of the study was to verify competing statistical hypotheses. To achieve this aim, the authors used modern, economically sound methods. The authors processed the responses of 1102 students from eight Eastern European universities using a special electronic questionnaire. The authors statistically processed the student survey results and then tested a pair of conflicting statistical hypotheses. The authors adopted a standard level (α = 0.05) of hypothesis checking. Testing statistical hypotheses led to obtaining two statistically substantiated new scientific facts: (1) The requirement for “non-violent” learning environments does not meet some students’ needs. (2) The number of these students can be up to 31.94%. Summary: The new scientific facts are helpful for further developing world pedagogical theory and practice. They are the basis for forecasting and preparing for managerial actions aimed at SDG 4.3.

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Home Nurses’ Opinions Toward e-Learning in Continuing Education

Cited by 3 publications

References 13 publications

Continuing education in psychology: Preferences, practices, and perceived outcomes.

Continuing education in psychology: Preferences, practices, and perceived outcomes.

Barriers and facilitators to e-learning in palliative care

When Artificial Intelligence Tools Meet “Non-Violent” Learning Environments (SDG 4.3): Crossroads with Smart Education

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