Robyn Gillespie, Judy Mullan, Lindsey Harrison
Exploring Older Adult Health Literacy in the Day-to-Day Management of Polypharmacy and Making Decisions About Deprescribing: A Mixed Methods Study
Health literacy research and practice
participatory action research project used change design delivery continuing professional education large irish academic teaching hospital participation continuing professional education designed short course often method maintain competence many nurses structured short education courses often used orientate upskill new staff specialist clinical areas traditionally many courses relied facetoface delivery period weeks challenging one clinical area release staff attend theoretical days person sixstage participatory action research cycle 3year period large irish academic teaching hospital multiple methods used cyclical process participatory action research constructive alignment theory instructional design principles used redesign educational framework data collection included audits courses questionnaires focus groups key participants analysis focus group themes included 1 underestimated time 2 process change 3 teaching learning styles 4 acceptance integration 20 learners completed evaluation reported positive synergy elearning clinical workshops elearning reported timeconsuming 75 learners reported motivated learn 90 learners reported gained new knowledge skills 84 reported clinical area benefited education 80 identified direct improvement clinical skills specialist area participatory action research supports organisational change continuing professional education constructive alignment theory supports value outcomesbased learning context resulted successfully blending theory clinical skills nurses working specialist areas redesigned continuing professional education framework positively evaluated across nurses organisation