Pullen Darren L
University of Tasmania, Faculty of Education, Launceston, Tasmania, Australia.
J Contin Educ Nurs. 2006 Sep-Oct;37(5):225-32. doi: 10.3928/00220124-20060901-04.
This evaluation study assessed the pedagogical and instructional design (e-pedagogy) effectiveness of online continuing professional education (CPE) courses offered by a large Australian CPE provider.
A naturalistic theory approach and a multilevel evaluation were used to examine the impact of web-based learning on more than 300 healthcare professionals. Participant satisfaction, learning achievement, self-reported practice performance change, and e-pedagogical courseware characteristics were assessed by various qualitative and quantitative data collection methods.
Findings revealed that learning online was an effective means for increasing CPE knowledge (p < .05) and improving self-reported practice performance change (p < .05). Courses containing a clinical tool resulted in an increased self-reported practice performance change over courses that did not (Zobs = 3.757).
Online CPE offers a convenient format for healthcare professionals from educationally and geographically diverse populations to update their knowledge and view best practice.
本评估研究评估了澳大利亚一家大型继续职业教育（CPE）提供商提供的在线继续职业教育课程的教学与教学设计（电子教学法）效果。
采用自然主义理论方法和多层次评估来检验基于网络的学习对300多名医疗保健专业人员的影响。通过各种定性和定量数据收集方法评估了参与者的满意度、学习成果、自我报告的实践表现变化以及电子教学课件的特点。
研究结果表明，在线学习是增加继续职业教育知识（p < 0.05）和改善自我报告的实践表现变化（p < 0.05）的有效手段。包含临床工具的课程比不包含临床工具的课程在自我报告的实践表现变化方面有所增加（Zobs = 3.757）。
在线继续职业教育为来自教育背景和地理位置各异的医疗保健专业人员提供了一种便捷的方式，使他们能够更新知识并了解最佳实践。
