Meeting the need: Creation of an online infection prevention course by the Golisano Institute for Developmental Disability Nursing for direct support professionals during COVID-19

Kiss, Elizabeth; Redlo, Jesse M.

doi:10.1177/1744629520962617

Cited by 2 publications

(1 citation statement)

References 18 publications

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“…Digital training provides an opportunity to circumvent the various challenges that might prohibit the integration of trauma‐informed care within disability services. Although research regarding digital training with DSPs is limited (e.g., Kiss & Redlo, 2020), support for such trainings can be gleaned from the general literature. Various studies have highlighted the utility of digital trainings and online learning platforms as they afford flexibility and opportunities for autonomous learning.…”

Section: Introductionmentioning

confidence: 99%

Advancing trauma‐informed care in intellectual and developmental disability services: A pilot study of a digital training with direct service providers

Keesler

Purcell

Thomas-Giyer

2023

Research Intellect Disabil

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Background: As trauma-informed care advances in the service delivery system for people with intellectual and developmental disabilities, additional resources are needed to foster staff development. This article describes the development and pilot evaluation of a digital training on trauma-informed care among direct service providers (DSPs) in the disability service industry.Method: Following an AB design, a mixed methods approach was used to analyse the responses of 24 DSPs to an online survey at baseline and at follow-up. Results:The training was associated with increased staff knowledge in some domains and greater alignment with trauma-informed care. Staff expressed a strong likelihood of using trauma-informed care in practice and identified organisational assets and barriers to implementation. Conclusions: Digital trainings can facilitate staff development and the advancement of trauma-informed care. Although additional efforts are warranted, this study fills a gap in the literature regarding staff training and trauma-informed care.

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Section: Introductionmentioning

confidence: 99%

Advancing trauma‐informed care in intellectual and developmental disability services: A pilot study of a digital training with direct service providers

Keesler

Purcell

Thomas-Giyer

2023

Research Intellect Disabil

View full text Add to dashboard Cite

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Students’ perception and self-efficacy in blended learning of medical nutrition course: a mixed-method research

Regmi,

Mao,

et al. 2024

BMC Med Educ

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Background The blended teaching mode, which combines online and offline learning, has gained significant traction in higher education. This study aims to explore the impact of blended learning on students' academic performance, engagement, and self-efficacy in a medical nutrition course.Methods A mixed-method research design was employed, involving 110 undergraduate students enrolled in a blended learning medical nutrition course and a control group of 93 students from a traditional learning environment. Data collection included academic performance assessments, semi-structured interviews, and an anonymous questionnaire. Quantitative data were analyzed using t-tests and chi-square tests, while qualitative data were subjected to thematic analysis. ResultsStudents in the blended learning group demonstrated significantly higher self-efficacy, particularly in organizing their study plans, participating in interactive learning activities, and applying course knowledge. Academic performance was notably better in collaborative assessments, such as group discussions and exploratory projects, in the blended learning group compared to the control group. Qualitative analysis revealed that students appreciated the flexibility and engagement offered by the blended learning model, although they also faced challenges related to self-discipline and the learning environment. ConclusionsThe blended learning approach enhances student engagement, self-efficacy, and collaborative skills, particularly in group-based assessments. While students benefit from the flexibility and richness of learning resources, challenges related to self-discipline and learning environments need to be addressed to optimize the effectiveness of blended learning.

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Meeting the need: Creation of an online infection prevention course by the Golisano Institute for Developmental Disability Nursing for direct support professionals during COVID-19

Cited by 2 publications

References 18 publications

Advancing trauma‐informed care in intellectual and developmental disability services: A pilot study of a digital training with direct service providers

Advancing trauma‐informed care in intellectual and developmental disability services: A pilot study of a digital training with direct service providers

Students’ perception and self-efficacy in blended learning of medical nutrition course: a mixed-method research

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