The Experience and Attitudes of Long-term Care Workers With Teaching and Learning Modalities for the Delivery of Continuing Professional Development Activities: A Mixed-methods Study

Nurse Education in Practice (09/23) Vol. 72 Fitzgerald, Catherine; Pagnucci, Nicola; Kearns, Thomas; et al.

A two-phase, mixed-methods study aimed to clarify the attitudes and experiences of long-term care (LTC) workers and managers with face-to-face, online asynchronous and online synchronous teaching/learning formats for continuing professional development. The researchers conducted one online focus group with two managers, two with four registered nurses and one with three healthcare assistants currently employed in LTC for at least three months. The sessions yielded five themes concerning participants' experiences and preferences with the teaching/learning modalities: flexibility, networking, resources and support, engaging and meaningful learning and balanced online/face-to-face learning via blended learning. Also highlighted was the value of networking for enhancing human interaction and collaboration between educators and learners, and between learners, especially through online learning. The second study phase involved 168 participants — including healthcare assistants, nurse managers and registered nurses — who answered an online questionnaire to test the outcomes of the first phase. The survey found most respondents favored face-to-face teaching/learning, followed by blended learning. Nearly a quarter of the respondents preferred the synchronous online modality, while asynchronous online was the least appealing format. The researchers note that participants felt they needed workplace support by employers and managers to apply their new knowledge and skills. They emphasize that designing "meaningful and engaging" learning experiences that leverage digital technology "can enable new modes of training that utilize the best of both worlds."

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