ArticleBMC nursing2021
Development of a blended learning system for nurses to learn the basics of psychoeducation for patients with mental disorders.
Article in BMC nursing, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed, 6 citations in OpenAlex.
- Building a Mental Health-Ready Nursing Workforce: A Scoping Review of Preparatory Interventions.International journal of mental health nursing · 2026Article
- Effects of internet-based, psychosocial, and early medical interventions on professional burnout in health care workers: Systematic literature review and meta-analysis.Internet interventions · 2023Review
- Interventions for Strengthening General Self-Efficacy Beliefs in College Students: An Integrative Review.Revista brasileira de enfermagem · 2023Review
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPsychoeducation should be practiced by various professionals. However, many Japanese psychiatric nurses recognize that psychoeducation should be practiced by other professionals, and show passive attitudes toward learning about evidence-based practices (EBPs), including psychoeducation. We developed a psychoeducation practitioner training program (PPTP) to nurture nurses. However, the PPTP was shown to be ineffective to help nurses achieve psychoeducation skills, although it improved their knowledge of psychoeducation and views on EBP. We developed and evaluated a revised version of the PPTP, integrating blended learning that combines e-learning and group education (BL-PPTP), to nurture nurses' competencies to practice psychoeducation for patients with mental disorders.
methodWe trained nurses working on acute psychiatric care wards of Japanese hospitals using BL-PPTP, and compared their attitudes for evidence-based practices (EBP attitudes), preparedness for psychoeducational practice, and self-efficacy at 4 points to clarify time-course changes in each participant.
resultsSixty-nine nurses participated, 31 withdrew, and 38 were analyzed. The time needed to complete BL-PPTP ranged from 31 to 259 days, revealing a marked individual difference. There were significant improvements in most participants' EBP attitudes and preparedness for psychoeducational practice at the end of the program compared with the baseline.
conclusionsBL-PPTP may be useful to nurture nurses' competencies to practice psychoeducation. BL-PPTP developed in the present study may also help disseminate psychoeducation among nurses, and increase the quality of nursing care.
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Registered trials
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