Participation and satisfaction with thee-learning course “Mental health promotion in school health care”: a mixed-method study

Tiina Putkuri, Anna S. Sarvasmaa, Mari Lahti, Camilla Laaksonen, Anna Axelin
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Abstract

Purpose This study aims to evaluate the participation and satisfaction of learners with the brief “Mental health promotion in school health care” e-learning course, and to describe factors related to their participation and satisfaction. Design/methodology/approach A convergent mixed-method study with a descriptive, posttest-only design was conducted in Finland. Quantitative data was collected from the learning portal data and via an electronic feedback questionnaire and qualitative data in four focus group discussions. Findings The three modules of the course were opened altogether 12,922 times during the 21 months period. The identified factors influencing participation within the course were: favorite methods attracting attention, the relevance of additional information and postprocessing boosting diligence. The learners’ satisfaction with the course was high. The factors identified for improving satisfaction were: filling gaps in earlier education, clear and concise structure and content, inspiring and interesting design and suitability for clinical use. In addition to the primary target group (school nurses), the course was well-participated and evaluated as satisfying among other health and social care professionals as well as undergraduate students. Originality/value This study demonstrates demand for brief, fully online mental health trainings among school nurses, but also among other health and social care professionals and students. The results indicate that learners perceive such training as beneficial. This paper also presents a novel training intervention and its pedagogical base.
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参与 "在学校保健中促进心理健康 "主题学习课程及其满意度:混合方法研究
目的 本研究旨在评估学习者对 "学校卫生保健中的心理健康促进 "简短电子学习课程的参与度和满意度,并描述与他们的参与度和满意度相关的因素。通过学习门户网站数据和电子反馈问卷收集了定量数据,并通过四个焦点小组讨论收集了定性数据。已确定的影响课程参与度的因素包括:最受欢迎的方法吸引注意力、附加信息的相关性以及后期处理提高勤奋程度。学员对课程的满意度很高。提高满意度的因素包括:填补了先前教育的空白、结构和内容简洁明了、设计富有启发性和趣味性以及适合临床使用。除主要目标群体(学校护士)外,该课程在其他医疗和社会护理专业人员以及本科生中的参与度也很高,并被评价为令人满意。结果表明,学习者认为这种培训是有益的。本文还介绍了一种新颖的培训干预措施及其教学基础。
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