@Article{info:doi/10.2196/45587,
author="Raumer-Monteith, Lauren
and Kennedy, Madonna
and Ball, Lauren",
title="Web-Based Learning for General Practitioners and Practice Nurses Regarding Behavior Change: Qualitative Descriptive Study",
journal="JMIR Med Educ",
year="2023",
month="Jul",
day="27",
volume="9",
pages="e45587",
keywords="continuing professional development; continuing medical education; web-based; e-learning; behavior change; general practitioner; practice nurse; nurse; medical education; professional development; general practice; web-based learning; remote learning; adoption; perspective; health care professional",
abstract="Background: Supporting patients to live well by optimizing behavior is a core tenet of primary health care. General practitioners and practice nurses experience barriers in providing behavior change interventions to patients for lifestyle behaviors, including low self-efficacy in their ability to enact change. Web-based learning technologies are readily available for general practitioners and practice nurses; however, opportunities to upskill in behavior change are still limited. Understanding what influences general practitioners' and practice nurses' adoption of web-based learning is crucial to enhancing the quality and impact of behavior change interventions in primary health care. Objective: This study aimed to explore general practitioners' and practice nurses' perceptions regarding web-based learning to support patients with behavior change. Methods: A qualitative, cross-sectional design was used involving web-based, semistructured interviews with general practitioners and practice nurses in Queensland, Australia. The interviews were recorded and transcribed using the built-in Microsoft Teams transcription software. Inductive coding was used to generate codes from the interview data for thematic analysis. Results: In total, there were 11 participants in this study, including general practitioners (n=4) and practice nurses (n=7). Three themes emerged from the data analysis: (1) reflecting on the provider of the Healthy Lifestyles suite; (2) valuing the web-based learning content and presentation; and (3) experiencing barriers and facilitators to using the Healthy Lifestyles suite. Conclusions: Provider reputation, awareness of availability, resources, content quality, usability, cost, and time influence adoption of web-based learning. Perceived quality is associated with culturally tailored information, resources, a balance of information and interactivity, plain language, user-friendly navigation, appealing visual presentation, communication examples, and simple models. Free web-based learning that features progress saving and module lengths of less than 2 hours alleviate perceived time and cost barriers. Learning providers may benefit by including these features in their future behavior change web-based learning for general practitioners and practice nurses. ",
issn="2369-3762",
doi="10.2196/45587",
url="https://mededu.jmir.org/2023/1/e45587",
url="https://doi.org/10.2196/45587",
url="http://www.ncbi.nlm.nih.gov/pubmed/37498657"
}