Elsevier

Journal of Pediatric Health Care

Volume 29, Issue 5, September–October 2015, Pages 413-423
Journal of Pediatric Health Care

Article
A Virtual Childhood Obesity Collaborative: Satisfaction With Online Continuing Education

https://doi.org/10.1016/j.pedhc.2015.01.006Get rights and content

Highlights

  • A virtual childhood obesity collaborative was feasible and acceptable for continuing education.

  • High levels of satisfaction were reported with the virtual collaborative training.

  • Many participants reported intent to change practice after completing the training.

  • Some participants required technical assistance in accessing the online training.

  • Some clinics lacked technology support for Web-based learning.

Abstract

Introduction

This descriptive study evaluated school-based health center (SBHC) providers' satisfaction with Web-based continuing education as part of a virtual childhood obesity intervention.

Method

Thirty-six participants from 24 SBHCs in six states participated in the training modules. Modules were divided into four learning sessions, with a total of 17 training modules. Participants completed satisfaction surveys after each module, as well as an overall survey at the end of the training. Questions were rated on a 4-point Likert scale (4 = strongly agree, 3 = agree, 2 = disagree, 1 = strongly disagree).

Results

Participation in the first two learning sessions was higher than the last two. Provider satisfaction of training modules by question type and content area was quite high (μ = 3.66-3.33). Overall satisfaction means ranged from 3.76 to 3.24. Many providers also reported plans to make changes in their practice after completing the training.

Discussion

This study demonstrated that a virtual childhood obesity collaborative is an acceptable delivery method for continuing education.

Section snippets

Conceptual Framework: Health Disparities Collaborative and CCM

The framework that guides this study is the Health Disparities Collaborative, which incorporates the CCM (Figure 1). This approach to care is an innovative, data-driven, public health partnership that has improved care for chronic diseases through improved health care delivery systems emphasizing the use of computer information systems and implementation of evidence-based practice (Martin, Larsen, Shea, Hutchins, & Alfaro-Correa, 2007). The CCM is a synthesis of evidence-based system changes to

Study Design

The study consisted of the examination of survey results pertaining to provider satisfaction with Web-based continuing education regarding the obesity guidelines. Recruitment of a geographically diverse sample from a nationally representative group of providers was facilitated by partnerships with the National Assembly of School-based Health Centers (now the School-based Healthcare Alliance) and the National Association of Pediatric Nurse Practitioners. Electronic flyers were sent to providers

Sample Demographics

Of the 24 SBHCs in 6 states, a total of 36 participants took part in the virtual childhood obesity collaborative. Participants were from Arizona (n = 4), Colorado (n = 6), New Mexico (n = 6), Michigan (n = 6), New York (n = 8), and North Carolina (n = 6). All but one of the participants was female. Participants included nurse practitioners (n = 21, 58.3%), medical doctors (n = 6, 16.6%), physician assistants (n = 5, 13.9%), registered nurses (n = 2, 5.6%), one health educator (2.8%), and one

Discussion

The learning collaborative model for QI developed by the Institute for Healthcare Improvement to increase clinician adherence to guidelines and engage in QI processes has established positive outcomes for in-person training (Bordley et al., 2001, Institute for Healthcare Improvement, 2004, Margolis et al., 2004, Wilson et al., 2003). Providers, including nurses and nurse practitioners, could implement the findings of this study by starting with a baseline chart audit in their practice and using

Conclusion

This study demonstrates that developing a virtual childhood obesity collaborative is feasible for SBHC providers in a variety of geographic settings who work with at-risk youth, but participation varied by module. Usability of the Web-based training influenced participation. When additional steps were required to access the advocacy module through NICHQ, participation dropped significantly. Additionally, when participants were unfamiliar with activities (i.e., creating a virtual poster), they

Bonnie Gance-Cleveland, Loretta C. Ford Endowed Chair, College of Nursing, University of Colorado, Aurora, CO.

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  • Cited by (0)

    Bonnie Gance-Cleveland, Loretta C. Ford Endowed Chair, College of Nursing, University of Colorado, Aurora, CO.

    Heather Aldrich, Professional Research Coordinator, College of Nursing, University of Colorado, Aurora, CO.

    Danielle Dandreaux, Program Director, Center for Improving Health Outcomes in Children, Teens, and Families, College of Nursing and Health Innovation, Arizona State University, Phoenix, AZ.

    Keri Bolton Oetzel, Independent Consultant, Raglan, New Zealand.

    Sarah Schmiege, Assistant Research Professor, Department of Biostatistics and Informatics, University of Colorado, Aurora, CO.

    This project was supported by grant number R18HS018646 from the Agency for Healthcare Research and Quality. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Agency for Healthcare Research and Quality.

    Conflicts of interest: None to report.

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