title: Aligning Theory and Design: The Development of an Online Learning Intervention to Teach Evidence-based Practice for Maximal Reach.
abstract: BACKGROUND
  Online educational interventions to teach evidence-based practice (EBP) are a promising mechanism for overcoming some of the barriers to incorporating research into practice. However, attention must be paid to aligning strategies with adult learning theories to achieve optimal outcomes.
  
  
  METHODS
  We describe the development of a series of short self-study modules, each covering a small set of learning objectives. Our approach, informed by design-based research (DBR), involved 6 phases: analysis, design, design evaluation, redesign, development/implementation, and evaluation. Participants were faculty and students in 3 health programs at a complementary and integrative educational institution.
  
  
  RESULTS
  We chose a reusable learning object approach that allowed us to apply 4 main learning theories: events of instruction, cognitive load, dual processing, and ARCS (attention, relevance, confidence, satisfaction). A formative design evaluation suggested that the identified theories and instructional approaches were likely to facilitate learning and motivation. Summative evaluation was based on a student survey (N=116) that addressed how these theories supported learning. Results suggest that, overall, the selected theories helped students learn.
  
  
  CONCLUSIONS
  The DBR approach allowed us to evaluate the specific intervention and theories for general applicability. This process also helped us define and document the intervention at a level of detail that covers almost all the proposed Guideline for Reporting Evidence-based practice Educational intervention and Teaching (GREET) items. This thorough description will facilitate the interpretation of future research and implementation of the intervention. Our approach can also serve as a model for others considering online EBP intervention development.
authors.affiliation: Center for Spirituality & Healing, University of Minnesota, Minneapolis, United States (Ms Delagran).
authors.forename: Louise
authors.initials: L
authors.lastname: Delagran
authors.affiliation: Integrative Health and Wellbeing Research Program at the Center for Spirituality & Healing, University of Minnesota, United States (Dr Vihstadt).
authors.forename: Corrie
authors.initials: C
authors.lastname: Vihstadt
authors.affiliation: Integrative Health and Wellbeing Research Program at the Center for Spirituality & Healing, University of Minnesota, United States (Dr Evans).
authors.forename: Roni
authors.initials: R
authors.lastname: Evans
keywords: Evidence-based practice; GREET; design-based research; learning theories; online learning