Evaluating Self-Paced Sleep Medicine Modules
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Background and Significance: At least 10% of the population suffers from a clinically significant sleep disorder. Despite this, clinical training programs offer little relevant education. Purpose and Objective: To evaluate self-paced sleep medicine modules on their inclusion of knowledge-based, emotion-based, and action-based domains of Bloom’s Taxonomy and provide recommendations for improvement. Theoretical Framework: Focus group questions were developed using the three domains of Bloom’s Taxonomy as a reference to elicit participant perceptions of the modules content, organization, and presentation. Methods and Design: Three focus groups were held in the UB School of Nursing with Family, Adult-Gerontology, and Psychiatric Mental Health DNP students who completed the modules. They were recorded, transcribed, and thematically analyzed using the Braun and Clark Method. Findings: The main theme was more education in sleep medicine is needed in the DNP curriculum. Supporting themes related to learning styles of students, presentation of the material, depth of content, and future needs for improvement. Suggested alterations included technical changes and the addition of supplementary resources. Conclusion: Students found the modules to be concise, well organized, and informative. Suggestions for module improvement were noted. Future Implications and Recommendations: There is a need to study the efficacy of SBIRT in sleep medicine and to assess for an increase in referrals and diagnoses made following module completion. This project can be replicated for medical schools and physician assistant programs.