Assessing implementation readiness and success of an e-resource to improve prelicensure physical therapy workforce capacity to manage rheumatoid arthritis
MetadataShow full item record
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.
Showing items related by title, author, creator and subject.
Physiotherapy students' perspectives of online e-learning for interdisciplinary management of chronic health conditions: A qualitative studyGardner, Peter; Slater, Helen; Jordan, J.; Fary, Robyn; Chua, Jason; Briggs, Andrew (2016)© 2016 Gardner et al. Background: To qualitatively explore physiotherapy students' perceptions of online e-learning for chronic disease management using a previously developed, innovative and interactive, evidence-based, ...
Curriculum evaluation in higher education : a case study of a Physics pre-service teachers curriculum in IndonesiaMaison (2013)Recent government policies about the curriculum and the needs of stakeholders for qualified graduates have provided arguments for physics pre-service teacher education programmes in Indonesia to be evaluated. These arguments ...
Educational practice and learning environments in rural and urban lower secondary science classrooms in Kalimantan Selatan, IndonesiaWahyudi, (2004)This study investigated the educational practices and learning outcomes in rural and urban lower secondary school science classrooms of Kalimantan Selatan, Indonesia. Guided by six research questions, this study focused ...