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首页> 外文期刊>Journal of medical Internet research >A Web-Based Dementia Education Program and its Application to an Australian Web-Based Dementia Care Competency and Training Network: Integrative Systematic Review
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A Web-Based Dementia Education Program and its Application to an Australian Web-Based Dementia Care Competency and Training Network: Integrative Systematic Review

机译：基于Web的痴呆教育计划及其在澳大利亚基于Web的痴呆症护理能力和培训网络中的应用：综合系统评论

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Background Dementia education that meets quality and safety standards is paramount to ensure a highly skilled dementia care workforce. Web-based education provides a flexible and cost-effective medium. To be successful, Web-based education must contain features that promote learning and support knowledge translation into practice. The Dementia Care Competency and Training Network (DCC&TN) has developed an innovative Web-based program that promotes improvement of the attitudes, knowledge, skills, behavior, and practice of clinicians, regardless of their work setting, in order to improve the quality of life for people living with dementia. Objective This review aims to (1) determine the key features that are associated with an effective and functional Web-based education program—an effective and functional Web-based program is defined as one that measures results, is accessible, is user friendly, and translates into clinical practice—and (2) determine how these features correlate with the DCC&TN. Methods Six electronic databases—Medline, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), AusHealth, Nursing@Ovid, and Google Scholar—were searched for articles published between 2009 and 2018 using the following keywords: Education, Distance, Continuing, Learning, Online, Web-Based, Internet, Dementia, Program Evaluation, Validation Studies, Outcome and Process Assessment Healthcare, Nursing, Assisted Instruction, and Facilitated. The Critical Appraisal Skills Programme (CASP) and Kirkpatrick’s model for the evaluation of training were used to ensure quality and rigor of the analysis. Results A total of 46 studies met the inclusion criteria. In total, 14 key features were associated with an effective Web-based learning environment, which enabled the environment to be as follows: self-directed, individualized, interactive, multimodal, flexible, accessible, consistent, cost-effective, measurable with respect to participant satisfaction, equitable, facilitated, nurturing of critical thinking and reflection, supportive of creating a learning community, and translated into practice. These features were further categorized into five subgroups: applicability, attractiveness, functionality, learner interaction, and implementation into practice. Literature frequently cites Kirkpatrick’s four-level model of evaluation and application in the review of education and training; however, few studies appeared to integrate all four levels of Kirkpatrick’s model. Features were then correlated against the DCC&TN, with an encouraging connection found between these features and their inclusion within the content and structure of the DCC&TN. Conclusions A total of 14 key features were identified that support an effective and functional Web-based learning environment. Few studies incorporated Kirkpatrick’s salient elements of the model—reaction, learning, behavior, and results—in their evaluation and clinical application. It could, therefore, be considered prudent to include Kirkpatrick’s levels of training evaluation within studies of dementia training. There were few studies that evaluated Web-based dementia education programs, with even fewer reporting evidence that Web-based training could increase staff confidence, knowledge, skills, and attitudes toward people with dementia and be sustainable over time. The DCC&TN appeared to contain the majority of key features and is one of the few programs inclusive of hospital, community, and residential care settings. The 14 key features can potentially enhance and complement future development of online training programs for health sciences education and beyond. The DCC&TN model could potentially be used as a template for future developers and evaluators of Web-based dementia training.
机译：符合质量和安全标准的背景痴呆教育至关重要，以确保高技能的痴呆症劳动力。基于网络的教育提供灵活且具有成本效益的媒介。为了成功，基于网络的教育必须包含促进学习和支持知识翻译的功能。痴呆症关怀能力和培训网络（DCC＆TN）制定了一个创新的基于网络的计划，促进了临床医生的态度，知识，技能，行为和实践的改进，无论其工作环境如何，以提高生活质量对于生活在痴呆症的人。目的旨在（1）确定与有效且功能的基于Web的教育计划相关的关键功能 - 一个有效且功能的基于Web的程序被定义为措施结果，可访问，是用户友好的，是用户友好的转化为临床实践 - （2）确定这些特征如何与DCC＆TN相关。方法方法六种电子数据库 - Medline，Embase，累计指数对护理和盟国的健康文献（CINAHL），Aushealth，护理@ OVID，并在2009年至2018年间使用以下关键词发布的文章：教育，距离，持续，学习，在线，基于网络，网上，互联网，痴呆，节目评估，验证研究，结果和过程评估医疗保健，护理，辅助指导和促进。用于评估培训的关键评估技能计划（CASP）和Kirkpatrick的模型用于确保分析的质量和严格。结果共有46项研究达到了纳入标准。总共有14个关键功能与有效的基于Web的学习环境相关联，这使得环境使环境如下：自行指导，个性化，交互式，多模式，灵活，可访问，一致，经济效益，可衡量参与者的满意度，公平，促进，培养批判性思维和反思，支持创建学习界，并转化为实践。这些功能进一步分为五个子组：适用性，吸引力，功能，学习者互动和实施实践。文学经常引用KirkPatrick的四级评估和应用模式，在审查教育和培训时;然而，很少有研究似乎整合了所有四个潜在的Kirkpatrick模型。然后将特征与DCC＆Tn相关联，在这些特征和它们的包含在DCC＆Tn的内容和结构内发现了令人鼓舞的连接。结论共同确定了14个关键特征，支持有效且功能的基于网络的学习环境。少数研究纳入了Kirkpatrick的模型反应，学习，行为和结果的突出元素 - 在他们的评估和临床应用中。因此，它可以被认为是谨慎的，包括Kirkpatrick在痴呆症培训研究中的培训评估水平。很少有研究评估了基于网络的痴呆教育计划，甚至更少的报告证据，即网上的培训可能会增加员工的信心，知识，技能和对痴呆症人民的态度，并随着时间的推移可持续。 DCC＆TN似乎包含大多数关键特征，并且是少数几个含蓄，社区和住宅护理环境的少数计划之一。 14个关键特征可以潜在地提升和补充未来的健康科学教育和超越的在线培训计划的发展。 DCC＆TN模型可能被用作基于Web的痴呆训练的未来开发人员和评估者的模板。

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