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An Evaluative Case Study of Online Learning for Healthcare Professionals
Background: This evaluation study assessed the pedagogical and instructional design (e-pedagogy) effectiveness of online continuing professional education (CPE) courses offered by a large Australian CPE provider. Methods: A naturalistic theory approach and a multilevel evaluation were used to examine the impact of web-based learning on more than 300 healthcare professionals. Participant satisfaction, learning achievement, self-reported practice performance change, and e-pedagogical courseware characteristics were assessed by various qualitative and quantitative data collection methods. Results: Findings revealed that learning online was an effective means for increasing CPE knowledge (p < .05) and improving self-reported practice performance change (p < .05). Courses containing a clinical tool resulted in an increased self-reported practice performance change over courses that did not (Zobs = 3.757). Conclusion: Online CPE offers a convenient format for healthcare professionals from educationally and geographically diverse populations to update their knowledge and view best practice.
History
Publication title
The Journal of Continuing Education in NursingVolume
37Issue
5Pagination
225-232ISSN
0022-0124Department/School
Faculty of EducationPublisher
SLACK IncorporatedPlace of publication
United States of AmericaRepository Status
- Restricted