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    Assessing implementation readiness and success of an e-resource to improve prelicensure physical therapy workforce capacity to manage rheumatoid arthritis

    Access Status
    Fulltext not available
    Authors
    Fary, Robyn
    Slater, Helen
    Jordan, J.
    Gardner, Peter
    Chua, Jason
    Payne, Carly
    Briggs, Andrew
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Fary, R. and Slater, H. and Jordan, J. and Gardner, P. and Chua, J. and Payne, C. and Briggs, A. 2017. Assessing implementation readiness and success of an e-resource to improve prelicensure physical therapy workforce capacity to manage rheumatoid arthritis. Journal of Orthopaedic & Sports Physical Therapy. 47 (9): pp. 652-663.
    Source Title
    Journal of Orthopaedic & Sports Physical Therapy
    DOI
    10.2519/jospt.2017.7281
    ISSN
    0190-6011
    School
    School of Physiotherapy and Exercise Science
    URI
    http://hdl.handle.net/20.500.11937/58941
    Collection
    • Curtin Research Publications
    Abstract

    STUDY DESIGN: Prospective within-subject, cross-sectional, between-group, nested qualitative designs within an implementation science framework. BACKGROUND: Physical therapy is recommended for rheumatoid arthritis (RA) care, yet prelicensure RA curriculum time remains limited. OBJECTIVES: To determine readiness for, and success of, implementing an e-learning tool, Rheumatoid Arthritis for Physiotherapists e-Learning (RAP-eL), within the prelicensure physical therapy curriculum. METHODS: All physical therapy students in a 1-year cohort in 2014 had RAP-eL embedded in their curriculum. Rheumatoid Arthritis for Physiotherapists e-Learning is an online platform that delivers RA disease information with translation to clinical practice. Implementation readiness, determined by acceptability of RAP-eL to students, was evaluated using focus groups (n = 23). Implementation success was measured using quantitative data from a previously validated questionnaire, including changes in students' self-reported confidence in knowledge (out of 45) and skills (out of 40) in managing RA after 4 weeks of access to RAP-eL, retention of learning over 14 months, and differences in workforce readiness between students in the cohort who had access to RAP-eL and a historical control cohort. RESULTS: Acceptability of RAP-eL was confirmed from qualitative data, demonstrating implementation readiness. Short-Term improvements were observed in RA knowledge (mean difference, 16.6; 95% confidence interval [CI]: 15.7, 17.6) and RA skills (mean difference, 14.9; 95% CI: 13.9, 15.9; n = 137). Retention was demonstrated after 14 months (P < .001; n = 62). Students in the 1-year cohort who had RAP-eL embedded in the curriculum scored significantly higher on knowledge (mean difference, 3.6; 95% CI: 1.3, 5.9) and skills (mean difference, 3.3; 95% CI: 0.9, 5.7; n = 62) compared to those without RAP-eL (n = 36). Rheumatoid Arthritis for Physiotherapists e-Learning remains embedded in the curriculum. CONCLUSION: This study demonstrated both readiness and success of the sustainable imple-mentation of RAP-eL within a prelicensure physical therapy curriculum.

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