Table 1 Study design Levels of outcomes... | Emerald Publishing

Table 1

Study design

Levels of outcomes (Moore et al., 2009)	Research questions (RQs)	Data collection instruments	Content of the data collection instrument
Level 1: participation	RQ1: How many participants attended the course?	Learning portal data	Number of openings
	RQ2: What is the proportion of the target group (public health nurses) of all the participants?	Learning portal data Questionnaire	Question: Profession Scale: 27 options, including PHN, reg. nurse, nurse student, physician (nonspecialized, specializing and specialized) and medical student
	RQ3: What are the factors influencing participation within the course?	Focus group interviews	The themes of the interview guide:* Experiences regarding completing the course Pedagogical solutions in the course The scope of the course The relevance of the content The level of difficulty The effectiveness of the course
Level 2: Satisfaction	RQ4: How satisfied were the learners with the course?	Questionnaire	Question: Grade for the module Scale: 1–5 Question: The e-learning course motivated me to learn and think about the topic Scale: 1–4 (1=not at all, 2=a little, 3=somewhat, 4=yes) Question: My competence has developed through the e-learning course Scale: 1–3 (1=disagree, 2=somewhat agree, 3=strongly agree) Question: I can apply the knowledge from the e-learning course in my clinical practices Scale: 1–4 (1=poor, 2=average, 3=good, 4=excellent)
Level 2: Satisfaction	RQ5: What factors are related to improved satisfaction with the course?	Focus group interviews	The themes of the interview guide*

Levels of outcomes (Moore et al., 2009)	Research questions (RQs)	Data collection instruments	Content of the data collection instrument
Level 1: participation	RQ1: How many participants attended the course?	Learning portal data	Number of openings
	RQ2: What is the proportion of the target group (public health nurses) of all the participants?	Learning portal dataQuestionnaire	Question: Profession Scale: 27 options, including PHN, reg. nurse, nurse student, physician (nonspecialized, specializing and specialized) and medical student
	RQ3: What are the factors influencing participationwithin the course?	Focus group interviews	The themes of the interview guide*: Experiences regarding completing the course Pedagogical solutions in the course The scope of the course The relevance of the content The level of difficulty The effectiveness of the course
Level 2: Satisfaction	RQ4: How satisfied were the learners with the course?	Questionnaire	Question: Grade for the module Scale: 1–5 Question: The e-learning course motivated me to learn and think about the topic Scale: 1–4 (1=not at all, 2=a little, 3=somewhat, 4=yes) Question: My competence has developed through the e-learning course Scale: 1–3 (1=disagree, 2=somewhat agree, 3=strongly agree) Question: I can apply the knowledge from the e-learning course in my clinical practices Scale: 1–4 (1=poor, 2=average, 3=good, 4=excellent)
Level 2: Satisfaction	RQ5: What factors are related to improved satisfaction with the course?	Focus group interviews	The themes of the interview guide*

Source: Table by author