عنوان انگلیسی مقاله:
Comparative educational outcomes of an active versus passive learning continuing professional development activity on self-management support for respiratory educators: A non-randomized controlled mixed-methods study
ترجمه فارسی عنوان مقاله:
نتایج آموزشی مقایسهای فعالیت توسعه حرفهای مستمر یادگیری فعال در مقابل غیرفعال بر حمایت خودمدیریتی از مربیان تنفسی: یک مطالعه با روشهای ترکیبی کنترلشده غیرتصادفی
ScienceDirect- Elsevier- Nurse Education in Practice, 57 (2021) 103256: doi:10:1016/j:nepr:2021:103256
Aim: We compared educational outcomes associated with an active vs. passive continuing professional development activity on self-management support for respiratory educators.
Background: There is a need to identify learning activities associated with the most successful continuing professional development programs for respiratory educators.
Design: This was a non-randomized controlled mixed-methods study recruiting respiratory educators attending a
continuing professional development activity on self-management support.
Methods: In the experimental group, active learning methods (role-play simulations) were employed, whereas
passive learning methods (lecture) were used in the comparison group. Educators were allocated to the comparison group (first 15 months of the study), then to the experimental group (last 17 months). Educators filled
questionnaires measuring pre-/post-activity knowledge about self-management support (score 0–25) and selfreported competence (score 1–10). Scores were compared using mixed-effect models. Interviews with educators were conducted and content analysis was performed.
Results: We recruited 94/94 educators (active: n = 51; passive: n = 43). Knowledge scores increased to a greater
extent in the active vs. passive learning group (adjusted difference-in-difference [aDID]=2.01; 95% confidence
interval [95%CI]: 0.14–3.88), although competence scores increased to a greater extent in the passive learning
group (aDID=− 0.38; 95%CI: − 1.56 to − 0.04). Reflecting on their competence, educators of the active learning
group identified the need to further improve their self-management support skills, whereas educators of the
passive learning group did not.
Conclusions: Our results show that an active learning continuing professional development activity on selfmanagement support could help educators to better apply knowledge and appears to engage them in a process of reflection on action.
keywords: Chronic obstructive pulmonary disease | Continuing education | Mixed methods | Patient education as topic | Self-management support