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Making sense of self-reported practice impacts after online dementia education: the example of Bedtime to Breakfast and Beyond

Published online by Cambridge University Press:  20 November 2020

Belinda Goodenough Open the ORCID record for Belinda Goodenough [Opens in a new window] ,
Jacqueline Watts ,
Sarah Bartlett  and
the Dementia Training Australia Consortium
Belinda Goodenough*
Affiliation:
University of Wollongong, Wollongong, NSW, Australia
Jacqueline Watts
Affiliation:
University of Wollongong, Wollongong, NSW, Australia
Sarah Bartlett
Affiliation:
University of Wollongong, Wollongong, NSW, Australia
the Dementia Training Australia Consortium
Affiliation:
University of Wollongong, Wollongong, NSW, Australia
*
*Corresponding author. Email: [email protected]
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Abstract

Objectives:

To satisfy requirements for continuing professional education, workforce demand for access to large-scale continuous professional education and micro-credential-style online courses is increasing. This study examined the Knowledge Translation (KT) outcomes for a short (2 h) online course about support at night for people living with dementia (Bedtime to Breakfast), delivered at a national scale by the Dementia Training Australia (DTA).

Methods:

A sample of the first cohort of course completers was re-contacted after 3 months to complete a KT follow-up feedback survey (n = 161). In addition to potential practice impacts in three domains (Conceptual, Instrumental, Persuasive), respondents rated the level of Perceived Improvement in Quality of Care (PIQOC), using a positively packed global rating scale.

Results:

Overall, 93.8% of the respondents agreed that the course had made a difference to the support they had provided for people with dementia since the completion of the course. In addition to anticipated Conceptual impacts (e.g., change in knowledge), a range of Instrumental and Persuasive impacts were also reported, including workplace guidelines development and knowledge transfer to other staff. Tally counts for discrete KT outcomes were high (median 7/10) and explained 23% of the variance in PIQOC ratings.

Conclusions:

Online short courses delivered at a national scale are capable of supporting a range of translation-to-practice impacts, within the constraints of retrospective insight into personal practice change. Topics around self-assessed knowledge-to-practice and the value of positively packed rating scales for increasing variance in respondent feedback are discussed.

Keywords

dementiaonline educationcontinuing professional educationknowledge translationpositively packed rating scales
Type
Articles
Information
Brain Impairment , Volume 21 , Special Issue 3: Knowledge translation and dementia care , December 2020 , pp. 299 - 313
Copyright
© Australasian Society for the Study of Brain Impairment 2020

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