A mixed methods study of self-directed learning in clinical practice using a mobile skills training system

<p dir="ltr"><b>Abstract</b><br><br><b>Background</b><br><br>The challenge of increasing demands on healthcare and a less available workforce requires new approaches to retain and develop healthcare professionals. One way of addressing this challenge is by instituting competency-based continuing professional development based on self-directed learning (SDL) principles. We investigated the feasibility of a mobile training system in a clinical and peer-to-peer, SDL setting. </p><p dir="ltr"><br><b>Methods</b><br><br>The study used mixed methods with surveys, observations, and interviews to gain comprehensive insights into how healthcare professionals (nurse, assistant nurse) and managers experienced the investigated educational tool. <br><br><b>Results</b><br><br>Healthcare professionals’ experiences of SDL were illustrated in four main themes: (1) leadership required for learning, (2) conditions for learning, (3) effects of continuing professional development, and (4) suggestions for improving training methods. In surveys, healthcare professionals self-assessed their confidence in executing care tasks before and after undergoing SDL for those tasks. The results indicated a significant increase in self-efficacy post-SDL training. Engaging in care tasks through SDL, which includes checklists aligned with evidence-based practices, enhances healthcare professionals’ awareness of their own competence. Additionally, it provides managers with the means to ensure that employees meet core competence requirements. The role of a clinical skills centre to support managers and staff in their learning efforts was seen as important for sustained learning. Conclusion A mobile training system, implemented within a clinical and peer-to-peer SDL framework, facilitates and complements competency-based continuing professional development and reduces the perceived length of time healthcare professionals spend away from direct patient care. Access to clinical educators for guidance during implementation, along with support from the clinical skills centre during the planning and follow-up stages, proved essential for facilitating accessible learning. Managers play a crucial role in prioritizing continuous learning for their employees and establishing a culture of ongoing education among managers and healthcare professionals.</p>