Theory-informed education: A bridge to sustained behaviour change in emergency care
Tracks
Concurrent Stream 1
| Thursday, October 17, 2024 |
| 1:30 PM - 1:50 PM |
| Ionic Room |
Overview
Julie Considine
Speaker
Professor Julie Considine
Professor And Chair In Nursing
Deakin University - Eastern Health
THEORY-INFORMED EDUCATION: A BRIDGE TO SUSTAINED BEHAVIOUR CHANGE IN EMERGENCY CARE
1:30 PM - 1:50 PMAbstract
Background
HIRAID® (History including Infection risk, Red flags, Assessment, Interventions, Diagnostics, communication and reassessment) is an evidence-based framework that supports emergency nurses to optimise safety, quality, and patient experience of care. HIRAID® is currently being tested in a stepped-wedge cluster randomised controlled trial (SW-cRCT) in 29 Australian emergency departments (Australian New Zealand Clinical Trials Registry: ACTRN12621001456842). In this paper, the methods and processes used to develop and deliver a theory-informed education program to support behaviour change during HIRAID® implementation will be reported.
Methods
The development of the HIRAID® education program was informed by theoretical frameworks related to behaviour change and educational pedagogical theory, National Safety and Quality Health Service (NSQHS) Standards and CENA Practice Standards for the Specialist Emergency Nurse.
Results
There are two arms to the HIRAID® education program: HIRAID® Provider and Instructor Courses. The HIRAID® education program was developed using: i) enablers and barriers to HIRAID® use from previous HIRAID® research using the Behaviour Change Wheel and Theoretical Domains Framework; ii) application of educational pedagogical theoretical frameworks (constructive alignment, backwards design, scaffolded learning; Bloom’s taxonomy of educational objectives, and active and collaborative learning; iii) NSQHS Standards and CENA Practice Standards, and iv) behavioural diagnostic data from study sites. A ‘train-the-trainer’ model was used to deliver the HIRAID® education program. From February 2021 to March 2023, 15 HIRAID® Instructor Courses with 162 participants were held and at November 2023, the HIRAID® Provider Course had been completed by over 1300 emergency nurses.
Conclusions
Development and delivery of a theory-informed education program for a complex and dynamic context such as emergency nursing is possible and whilst the education program design was complex, the delivery was structured and feasible. This approach to education development provides a roadmap for development of education programs as part of behaviour change in complex settings.
HIRAID® (History including Infection risk, Red flags, Assessment, Interventions, Diagnostics, communication and reassessment) is an evidence-based framework that supports emergency nurses to optimise safety, quality, and patient experience of care. HIRAID® is currently being tested in a stepped-wedge cluster randomised controlled trial (SW-cRCT) in 29 Australian emergency departments (Australian New Zealand Clinical Trials Registry: ACTRN12621001456842). In this paper, the methods and processes used to develop and deliver a theory-informed education program to support behaviour change during HIRAID® implementation will be reported.
Methods
The development of the HIRAID® education program was informed by theoretical frameworks related to behaviour change and educational pedagogical theory, National Safety and Quality Health Service (NSQHS) Standards and CENA Practice Standards for the Specialist Emergency Nurse.
Results
There are two arms to the HIRAID® education program: HIRAID® Provider and Instructor Courses. The HIRAID® education program was developed using: i) enablers and barriers to HIRAID® use from previous HIRAID® research using the Behaviour Change Wheel and Theoretical Domains Framework; ii) application of educational pedagogical theoretical frameworks (constructive alignment, backwards design, scaffolded learning; Bloom’s taxonomy of educational objectives, and active and collaborative learning; iii) NSQHS Standards and CENA Practice Standards, and iv) behavioural diagnostic data from study sites. A ‘train-the-trainer’ model was used to deliver the HIRAID® education program. From February 2021 to March 2023, 15 HIRAID® Instructor Courses with 162 participants were held and at November 2023, the HIRAID® Provider Course had been completed by over 1300 emergency nurses.
Conclusions
Development and delivery of a theory-informed education program for a complex and dynamic context such as emergency nursing is possible and whilst the education program design was complex, the delivery was structured and feasible. This approach to education development provides a roadmap for development of education programs as part of behaviour change in complex settings.
Biography
Professor Julie Considine is the Deakin University Chair in Nursing at Eastern Heath, one of Victoria’s largest health care services. Julie has held clinical, education and research roles in emergency nursing over the last two decades and internationally recognised as a leader in research and education in emergency care. Julie has over 200 publications and has attracted over $7M in research and project funding. She has supervised 11 PhD, 15 Masters, 17 BN (Honours) students to completion. Julie is a Founding Fellow of the College of Emergency Nursing Australasia (CENA), and in 2013 was awarded the Julie Finucane OAM Medal for leadership in emergency nursing and commitment to CENA. She is a Deputy Editor of the Australasian Emergency Care, represents CENA on the Australian Resuscitation Council, and is a member of the International Liaison Committee of Resuscitation Basic Life Support Taskforce.
