Implementing and Sustaining Brief Addiction Medicine Interventions with the Support of a Quality Improvement Blended-eLearning Course: Learner Experiences and Meaningful Outcomes in Kenya.
Addiction
Blended courses
Brief intervention
Health services administration and management
Lay health worker
Medical education and training
Mental health
Primary care
Qualitative research
Quality improvement
Substance misuse
eLearning
Journal
International journal of mental health and addiction
ISSN: 1557-1874
Titre abrégé: Int J Ment Health Addict
Pays: United States
ID NLM: 101256588
Informations de publication
Date de publication:
2022
2022
Historique:
accepted:
11
02
2022
pubmed:
1
6
2022
medline:
1
6
2022
entrez:
31
5
2022
Statut:
ppublish
Résumé
Quality improvement methods could assist in achieving needed health systems improvements to address mental health and substance use, especially in low-middle-income countries (LMICs). Online learning is a promising avenue to deliver quality improvement training. This Computer-based Drug and Alcohol Training Assessment in Kenya (eDATA-K) study assessed users' experience and outcome of a blended-eLearning quality improvement course and collaborative learning sessions. A theory of change, developed with decision-makers, identified relevant indicators of success. Data, analyzed using descriptive statistics and thematic analysis, were collected through extensive field observations, the eLearning platform, focus group discussions, and key informant interviews. The results showed that 22 community health workers and clinicians in five facilities developed competencies enabling them to form quality improvement teams and sustain the new substance-use services for the 8 months of the study, resulting in 4591 people screened, of which 575 received a brief intervention. Factors promoting course completion included personal motivation, prior positive experience with NextGenU.org's courses, and a certificate. Significant challenges included workload and network issues. The findings support the effectiveness of the blended-eLearning model to assist health workers in sustaining new services, in a supportive environment, even in a LMIC peri-urban and rural settings.
Identifiants
pubmed: 35634518
doi: 10.1007/s11469-022-00781-6
pii: 781
pmc: PMC9126625
doi:
Types de publication
Journal Article
Langues
eng
Pagination
3479-3500Informations de copyright
© The Author(s) 2022.
Déclaration de conflit d'intérêts
Conflict of Interest The authors declare no competing interests.
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