Jennifer Ann Hutson1,2, James S Hodges3, LeAnn Snow4. 1. Occupational Therapy, St. Catherine University, St. Paul, MN, USA. 2. Gillette Children's Specialty Healthcare, St. Paul, MN, USA. 3. Division of Biostatistics, School of Public Health, University of Minnesota, Minneapolis, MN, USA. 4. Division of Rehabilitation Science, Department of Rehabilitation Medicine, University of Minnesota, Minneapolis, MN, USA.
Abstract
OBJECTIVE: Compare effectiveness of two differently formatted training programs in educating night-time postural care implementers. DESIGN: Mixed-methods parallel-group double-blind design with random assignment. SETTING: United States academic institution. PARTICIPANTS: Thirty-eight adult caregivers/providers of children with cerebral palsy. INTERVENTIONS: Both 2-hour online programs included content on night-time postural care evidence, risk-factor monitoring, sleep-system types, positioning methods, and assessments. Group A used interactive videos, Group B summary information with web-links. MAIN MEASURES: We measured self-perceived competence via questionnaires (baseline, post-training, post-simulation) containing 4-point rating-scales of knowledge, ability, and confidence and measured positioning ability via a simulation observation instrument comprising 16 positioning-task ratings with space for describing performance. We recorded participant actions/statements using fieldnotes. RESULTS: Thirty-eight completed training (19 per group). Group A (vs B) showed significantly greater self-perceived competence changes post-training (0.46 points (SE 0.17), P = 0.008). Thirty-seven positioned a standardized "client," with groups not differing significantly on total tasks completed correctly (F(1, 92.32) = 1.91, P = 0.17) averaging 11.85 (SE 0.83) and 12.60 (SE 0.84) of 16 tasks correct. Group A's post-positioning/simulation self-ratings were significantly associated with actual ability (r = 0.53, P = 0.019). In both groups ⩾47% of caregivers incorrectly completed the tasks of placing head and neck in neutral and snugging up all [positioning] parts. CONCLUSION: The sleep care positioning training program (interactive video-based format) is effective in building caregivers' self-perceived competence for night-time postural care. While the lesson was well-received by caregivers and considered a "match [to their] learning style," the lesson did not lead to greater improvement in actual ability to position the "client" compared to control training.
OBJECTIVE: Compare effectiveness of two differently formatted training programs in educating night-time postural care implementers. DESIGN: Mixed-methods parallel-group double-blind design with random assignment. SETTING: United States academic institution. PARTICIPANTS: Thirty-eight adult caregivers/providers of children with cerebral palsy. INTERVENTIONS: Both 2-hour online programs included content on night-time postural care evidence, risk-factor monitoring, sleep-system types, positioning methods, and assessments. Group A used interactive videos, Group B summary information with web-links. MAIN MEASURES: We measured self-perceived competence via questionnaires (baseline, post-training, post-simulation) containing 4-point rating-scales of knowledge, ability, and confidence and measured positioning ability via a simulation observation instrument comprising 16 positioning-task ratings with space for describing performance. We recorded participant actions/statements using fieldnotes. RESULTS: Thirty-eight completed training (19 per group). Group A (vs B) showed significantly greater self-perceived competence changes post-training (0.46 points (SE 0.17), P = 0.008). Thirty-seven positioned a standardized "client," with groups not differing significantly on total tasks completed correctly (F(1, 92.32) = 1.91, P = 0.17) averaging 11.85 (SE 0.83) and 12.60 (SE 0.84) of 16 tasks correct. Group A's post-positioning/simulation self-ratings were significantly associated with actual ability (r = 0.53, P = 0.019). In both groups ⩾47% of caregivers incorrectly completed the tasks of placing head and neck in neutral and snugging up all [positioning] parts. CONCLUSION: The sleep care positioning training program (interactive video-based format) is effective in building caregivers' self-perceived competence for night-time postural care. While the lesson was well-received by caregivers and considered a "match [to their] learning style," the lesson did not lead to greater improvement in actual ability to position the "client" compared to control training.