Rehabilitation education program for stroke (REPS): learning and practice outcomes.

INTRODUCTION

New research knowledge acquired from Web-based sources may have a better chance of being translated into practice when accompanied by additional educational strategies. This study was undertaken to investigate that hypothesis.

METHODS

The Rehabilitation Education Program for Stroke (REPS) combines a self-directed online learning module with support from peer mentors, technical skills workshops, and organizational supports. Participants completed learning tests and practice surveys before and after the program and at a 6-month follow-up.

RESULTS

Learning and self-reported practice outcomes improved in the areas of assessment, client-centered practice, support for family and caregivers, and detecting depression. Participants also identified and reported specific strategies for individual and programmatic practice change.

DISCUSSION

A multifaceted, interdisciplinary online education intervention can positively influence stroke rehabilitation practices.