McEwen Sara, Szurek Kristina, Polatajko Helene J, Rappolt Susan
Department of Occupational Therapy, University of Toronto, Toronto, ON, Canada.
J Contin Educ Health Prof. 2005 Spring;25(2):105-15. doi: 10.1002/chp.15.
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.
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.
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.
A multifaceted, interdisciplinary online education intervention can positively influence stroke rehabilitation practices.
当基于网络的资源所获得的新研究知识伴有额外的教育策略时，其转化为实践的机会可能更大。本研究旨在调查这一假设。
中风康复教育项目（REPS）将一个自主在线学习模块与同伴导师的支持、技术技能工作坊及组织支持相结合。参与者在项目前后以及6个月随访时完成学习测试和实践调查。
在评估、以客户为中心的实践、对家庭和照顾者的支持以及检测抑郁症等方面，学习和自我报告的实践结果有所改善。参与者还确定并报告了个人和项目实践变革的具体策略。
多方面、跨学科的在线教育干预可对中风康复实践产生积极影响。
