Translating facilitated multimodal online learning into effective person-centred practice for the person living with dementia among health care staff in Australia: an observational study

Table 6 Learner characteristics and analysis of implementation activities, N = 343^a

	N	%
Discipline (n = 343)
Nursing	250	73
Allied health	57	17
Other	36	10
Type of activities that were translated into practice due to learning (n = 337): ^b
Delivery of education	165	49
Role modelling of new behaviour	157	47
Promotion of the Program	128	38
Diversional activities (eg photo album)	67	20
Policy	36	11
Other	33	10
Brochure	16	5
What impact did the activity have on care provided in the workplace? (n = 287)
Low	47	16
Medium	153	53
High	87	30
Has the activity impacted any of the following:
Yourself	254	75
Colleagues	179	53
Patients	179	53
Carers	137	40
The workplace	99	29
System	28	8
Did the Program provide you with new knowledge and resources to (N = 343)
- Provide improved care for people with dementia?	335	98
- Conduct a CPI project / activity	272	79
Has the CPI activity been sustained (n = 224)?
Yes	179	80
No	45	20
How long has the CPI activity been sustained for? (n = 166)
< 3 months	24	15
3–6 months	28	17
6–9 months	19	11
> 12 months	95	57
Reasons for not implementing an activity^c: (n = 176)
Lack of time	111	63
Workplace competing demands	99	56
Lack of workplace resources	34	19
Lack of management support	31	18
Limited support from colleagues	30	17
Do not feel I am in a position to influence change	29	16

^a Some missing data. ^bSome participants undertook multiple CPI projects. ^c Multiple responses possible

ISSN: 1471-2318