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. (November 2021)

• Record Type: Journal Article
• Authors: Gagné, Myriam; Hamel, Christine; Lauzier, Sophie; Penney, Sara-Edith; Bourbeau, Jean; Moisan, Jocelyne; Boulet, Louis-Philippe
• Is Part Of: Nurse education in practice. Volume 57(2021)
• Publication Date: 2021-11
• Subjects: 95%CI 95% confidence interval -- aDID Adjusted difference-in-difference -- aMD Adjusted mean difference -- COPD Chronic obstructive pulmonary disease -- CPD Continuing professional development -- OR Odds ratio -- SD Standard deviation -- SMS Self-management support; Chronic obstructive pulmonary disease -- Continuing education -- Mixed methods -- Patient education as topic -- Self-management support; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Nursing -- Study and teaching; Periodicals; Electronic journals; 610.73071
• DOI: 10.1016/j.nepr.2021.103256
• Languages: English
• ISSNs: 1471-5953

Abstract

Abstract: 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 self-reported 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 self-management support could help educators to better apply knowledge and appears to engage them in a process of reflection on action. Highlights: Satisfaction is not different whether the activity employs active or passive learning. Educators involved in role-play simulations (active learning) acquire more knowledge. These educators report feeling less competent. However, they engage in more thoughtful reflection on action. Mentoring from experienced educators could leverage learning to improve practice.