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

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Mitsunobu Matsuda ◽  
Ayumi Kohno
Keyword(s):  
Mental Disorders ◽  
Blended Learning ◽  
Time Course ◽  
Learning System ◽  
Psychiatric Nurses ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Practitioner Training ◽  
Ebp Attitudes ◽  
Acute Psychiatric Care

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.

scholarly journals Development of a Blended Learning System for Nurses to Learn the Basics of Psychoeducation for Patients with Mental Disorders

2021 ◽  
Author(s):  
Mitsunobu Matsuda ◽  
Ayumi Kohno
Keyword(s):  
Mental Disorders ◽  
Blended Learning ◽  
Time Course ◽  
Learning System ◽  
Psychiatric Nurses ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Practitioner Training ◽  
Ebp Attitudes ◽  
Acute Psychiatric Care

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. 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.

scholarly journals Blended Learning Immersion Teacher Education: Evidence-Based Practices and Data-Driven Instruction

2021 ◽  
pp. 1-30
Author(s):  
T.J. Ó Ceallaigh ◽  
Keyword(s):  
Blended Learning ◽  
Teacher Development ◽  
Teacher Educators ◽  
Lessons Learned ◽  
Data Driven ◽  
Evidence Based ◽  
Learning Approaches ◽  
Evidence Based Practices ◽  
Data Driven Instruction ◽  
Policy Practice

The practice of blending different learning approaches and strategies in higher-level education is not new, yet our understanding of how to design the most effective and efficient blend remains incomplete. Challenges are further compounded when students are not fully proficient in the language of instruction. However, teacher educators learn about teaching through learning about student learning. Evidence-based practices and data-driven instruction create conditions for success in blended learning design and implementation. This chapter reviews the impact of a blended learning professional development (PD) initiative, with a dual focus on language and content, on Irish-medium immersion (IMI) teacher development. Findings provide unique insights in relation to the effectiveness of a blended learning PD experience as indicated by student motivation, autonomy and success. Linguistic and pedagogical capacity were fostered and community cultivated. Lessons learned and tutor reflections are also shared in an attempt to advance learning in the field and to cultivate future innovation in policy, practice and possibilities.

Best Practices: New York State's Campaign to Implement Evidence-Based Practices for People With Serious Mental Disorders

2002 ◽  
Vol 53 (2) ◽  
pp. 153-155 ◽  
Author(s):  
Sharon E. Carpinello ◽  
Linda Rosenberg ◽  
James Stone ◽  
Marian Schwager ◽  
Chip J. Felton
Keyword(s):  
New York ◽  
Mental Disorders ◽  
Best Practices ◽  
Evidence Based ◽  
Evidence Based Practices

Learner Engagement in Blended Learning

2019 ◽  
pp. 79-92
Author(s):  
Kristian J. Spring ◽  
Charles R. Graham ◽  
Tarah B. Ikahihifo
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Blended Learning ◽  
Evidence Based ◽  
Learner Engagement ◽  
Evidence Based Practices ◽  
Face To Face ◽  
Emerging Trends ◽  
Meta Analyses ◽  
Better Than

Over a decade ago, blended learning (BL) was considered one of the most important emerging trends in higher education. It is utilized in today's society with increasing regularity and has changed the way in which instruction is provided. A recent study found that a majority of students (72%) prefer courses with some online component over traditional face-to- face (F2F) courses. Additionally, meta-analyses looking at evidence-based practices in online and blended learning have found a significant number of BL studies generally concluding that students in BL contexts performed better than those in fully online or traditional F2F contexts. Blended learning has great potential in terms of advancing student engagement and providing opportunities for researchers and practitioners to measure and cultivate that engagement and, in turn, learning outcomes.

Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties

2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia
Keyword(s):  
Writing Process ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Evidence Based ◽  
Struggling Learners ◽  
Evidence Based Practices

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.

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