Evaluation of an online course for prevention of unwanted sexual behaviour in residential aged care services—A pilot study. (16th August 2021)

• Record Type: Journal Article
• Authors: Smith, Daisy E.; Wright, Meghan T.; Pham, Tony H.; Ibrahim, Joseph E.
• Is Part Of: International journal of older people nursing. Volume 17:Number 1(2022)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2021-08-16
• Subjects: aged‐care staff -- course evaluation -- course implementation -- residential aged care -- sexual violence -- staff education -- unwanted sexual behaviour; Geriatrics -- Nursing -- Periodicals; Nursing -- Periodicals; Gerontology -- Periodicals; Clinical medicine -- Periodicals; 618.970231
• DOI: 10.1111/opn.12412
• Languages: English
• ISSNs: 1748-3735

Abstract

Abstract: Background: Residential aged care services (RACS) staff have substantial gaps in knowledge to prevent and manage unwanted sexual behaviour (USB) in RACS. Objectives: This study aimed to explore the feasibility of a pilot online course (intervention) addressing USB in RACS. Method: Development of a self‐guided e‐learning educational course was based on existing research, national and international approaches to human rights approaches to sexual assault and underwent internal and external peer review. An anonymous, online, cross‐sectional survey was conducted post‐intervention completion. RAC‐Communiqué subscribers were recruited via an e‐invitation. English speaking enrolled or registered nurses, employed in an Australian RACS, were eligible. From the 167 participants who expressed interest to enrol, 129 were eligible and 45 returned completed consent forms. Fifteen survey items regarding perceived competence and intervention satisfaction were analysed. Results: The intervention addressed content pertaining to staffs' legal and regulatory requirements, managing incidents and awareness of key services. Thirty‐eight of 45 eligible participants responded (84.4%). Participants reported they would recommend the intervention to a colleague ( n = 36, 97.3%). Participants self‐reported (i) advanced learning post‐completion; (ii) raised awareness ( n = 29, 78.4%) (iii) prompted current practice reflection ( n = 35, 94.6%) and (iv) prompted improving USB workplace management ( n = 34, 91.9%). Results are subjected to social desirability bias. Conclusions: The intervention was relevant, engaging and practical. The findings contribute to a more comprehensive understanding of the specific training topics relevant and useful to RACS staff. Implication for practice: E‐learning tools could be an effective teaching method for USB in RACS. The intervention may be a useful tool to encourage staff to reflect and change current practice.