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Using a Virtual Environment to Deliver Evidence-Based Interventions: The Facilitator's Experience.

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Summary

Virtual reality training effectively adapted the ¡Cuídate! (Take Care of Yourself!) curriculum for community health workers. This evidence-based intervention (EBI) training proved feasible and acceptable, enhancing facilitator knowledge and skills for sexual risk reduction programs.

Keywords:
Second Lifecommunity-based organizationsevidence-based interventionsmulti-user virtual environments

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Area of Science:

  • Public Health
  • Health Disparities
  • Digital Health Interventions

Background:

  • Evidence-based interventions (EBIs) offer significant community benefits but face implementation challenges due to formalized training requirements and associated costs.
  • The ¡Cuídate! (Take Care of Yourself!) curriculum, a sexual risk reduction EBI for Latino youth, requires effective facilitator training to maximize its impact.
  • The Community of Inquiry (CoI) framework was utilized to develop a virtual learning environment for adapting the ¡Cuídate! facilitator training.

Purpose of the Study:

  • To assess the feasibility of adapting the ¡Cuídate! face-to-face facilitator training for a multi-user virtual environment (MUVE).
  • To evaluate the acceptability of the virtual facilitator training.
  • To measure facilitators' knowledge and self-efficacy in implementing the ¡Cuídate! curriculum after virtual training.

Main Methods:

  • Thirty-five facilitators were trained using a virtual learning environment (Second Life).
  • Facilitator experiences were evaluated using a modified Community of Inquiry (CoI) survey and an open-ended questionnaire.
  • A comparative analysis with traditional face-to-face training was conducted.

Main Results:

  • The virtual learning environment demonstrated strong social presence (M=23.11, SD=4.12), teaching presence (M=8.74, SD=1.01), and cognitive presence (M=16.69, SD=1.97).
  • No significant differences were found between virtual and face-to-face training in responding to sensitive questions (P=.50) or cultural relevance (P=.32).
  • Virtual training led to a significant increase in facilitators' knowledge of core curriculum elements (P<.001), with 74% reporting confidence in delivering the training.

Conclusions:

  • The virtual learning environment was found to be acceptable and effective for training facilitators in the ¡Cuídate! curriculum.
  • The MUVE supported the acquisition of necessary knowledge and skills for delivering the sexual risk reduction EBI.
  • Virtual training offers a feasible and effective alternative for disseminating EBIs to community-based organizations.