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An integrative review of e-learning in the delivery of self-management support training for health professionals

机译：在为卫生专业人员提供自我管理支持培训方面对电子学习进行综合审查

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E-learning involves delivery of education through Information and Communication Technology (ITC) using a wide variety of instructional designs, including synchronous and asynchronous formats. It can be as effective as face-to-face training for many aspects of health professional training. There are, however, particular practices and skills needed in providing patient self-management support, such as partnering with patients in goal-setting, which may challenge conventional practice norms. E-learning for the delivery of self-management support (SMS) continuing education to existing health professionals is a relatively new and growing area with limited studies identifying features associated with best acquisition of skills in self-management support. An integrative literature review examined what is known about e-learning for self-management support. This review included both qualitative and quantitative studies that focused on e-learning provided to existing health professionals for their continuing professional development. Papers were limited to those published in English between 2006 and 2016. Content analysis was used to organize and focus and describe the findings. The search returned 1505 articles, with most subsequently excluded based on their title or abstract. Fifty-two full text articles were obtained and checked, with 42 excluded because they did not meet the full criteria. Ten peer-reviewed articles were included in this review. Seven main themes emerged from the content analysis: participants and professions; time; package content; guiding theoretical framework; outcome measures; learning features or formats; and learning barriers. These themes revealed substantial heterogeneity in instructional design and other elements of e-learning applied to SMS, indicating that there is still much to understand about how best to deliver e-learning for SMS skills development. Few e-learning approaches meet the need for high levels of interactivity, reflection, practice and application to practice for health professionals learning to deliver effective SMS. Findings suggest that the context of SMS for patients with chronic condition matters to how health professional training is delivered, to ensure partnership and person-centred care. Further creative approaches and their rigorous evaluation are needed to deliver completely online learning in this space. Blended learning that combines e-learning and face-to-face methods is suggested to support SMS skills development for health professionals.
机译：电子学习涉及使用多种教学设计（包括同步和异步格式）通过信息和通信技术（ITC）进行教育。对于卫生专业人员培训的许多方面，它可以与面对面培训一样有效。但是，在提供患者自我管理支持方面需要特殊的实践和技能，例如与患者合作制定目标，这可能会挑战常规的实践规范。向现有的卫生专业人员提供自我管理支持（SMS）继续教育的电子学习是一个相对较新且发展中的领域，研究有限，无法确定与最佳获得自我管理支持技能相关的功能。一项综合性文献综述研究了有关自我管理支持的电子学习的知识。这项审查包括定性和定量研究，这些研究侧重于为现有卫生专业人员提供的电子学习，以促进他们的持续专业发展。论文仅限于2006年至2016年之间以英文发表的论文。内容分析用于组织，重点关注和描述研究结果。搜索返回了1505篇文章，随后根据其标题或摘要将大多数文章排除在外。获得并检查了52篇全文文章，其中42篇因为不符合全部标准而被排除在外。十篇经同行评审的文章都包括在本评价中。内容分析提出了七个主要主题：参与者和专业;时间;包装内容;指导理论框架;结果指标;学习功能或格式;和学习障碍。这些主题揭示了在教学设计和应用于SMS的其他电子学习元素方面存在很大的异质性，这表明对于如何最好地为SMS技能开发提供电子学习仍有很多了解。很少有电子学习方法可以满足要求高水平的互动性，反思性，实践性和实践性的要求，以使卫生专业人员学习有效的SMS。研究结果表明，针对慢性病患者的SMS内容与卫生专业培训的提供方式有关，以确保伙伴关系和以人为本的护理。需要进一步的创造性方法及其严格的评估，才能在此领域提供完全的在线学习。建议将电子学习和面对面方法相结合的混合学习，以支持卫生专业人员的SMS技能开发。

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