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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Substance use-related continuing education course objectives: Alignment with professional competencies.

Deborah S Finnell¹, Victoria Soltis-Jarrett², Jeffrey Bratberg³

¹School of Nursing, Johns Hopkins University, Baltimore, Maryland, USA.

Substance Abuse

|September 12, 2022

Summary

This summary is machine-generated.

A new massive open online course (MOOC) effectively maps to core competencies for nurses, social workers, physicians, physician assistants (PAs), and pharmacists, enhancing substance use disorder education.

Keywords:

Continuing education delivery of health care health personnel interprofessional substance-related disorders workforce

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Area of Science:

Medical Education
Public Health
Interprofessional Healthcare

Background:

The healthcare workforce requires enhanced education to manage substance use disorders.
A 6-module massive open online course (MOOC) was developed to educate health professionals on substance use disorder treatment.
The MOOC aims to equip professionals across various disciplines with essential knowledge and skills.

Purpose of the Study:

To align the objectives of a substance use disorder MOOC with the core competencies of five key healthcare professions.
To evaluate the interprofessional applicability and discipline-specific relevance of the educational content.
To ensure the MOOC addresses critical competencies for effective substance use disorder treatment.

Main Methods:

Content experts from nursing, pharmacy, medicine, physician assistant studies, and social work evaluated the MOOC.
Expert raters mapped Association for Multidisciplinary Education and Research in Substance use and Addiction (AMERSA) core competencies to each MOOC objective.
The number of competencies matched to objectives was quantified across all six modules.

Main Results:

All competencies for nursing and social work were mapped to MOOC objectives.
High proportions of knowledge-based (58-80%), skill-based (75-88%), and all attitude-based competencies were mapped for physicians, PAs, and pharmacists.
The mapping demonstrated significant alignment between the MOOC and essential professional competencies.

Conclusions:

The competency-based mapping validates the MOOC's interprofessional design.
The course effectively addresses discipline-specific competencies crucial for improving patient outcomes in substance use disorder care.
This MOOC serves as a valuable educational tool for the interprofessional healthcare workforce.