- Learners found the MOOC validating, informative and connecting during periods of emotional difficulty and uncertainty.
- Participants reported greater understanding of psychosis, caregiving strategies and self-care, leading to increased confidence in caregiving.
- Many carers applied learning to daily routines, communication and relationships, improving perceived wellbeing for themselves and the people they support; flexible multimodal design aided engagement.
Digit Health. 2026 Aug 25;12:20552076261470199. doi: 10.1177/20552076261470199. eCollection 2026 Jan-Dec.
ABSTRACT
BACKGROUND: People supporting individuals with psychotic disorders play a vital role in community-based mental health care but often face their own health and wellbeing challenges and limited access to support. Digital interventions, including online courses, may help address these unmet needs.
PURPOSE: This study explored participants’ experiences of the Caring for People with Psychosis and Schizophrenia MOOC, using the Kirkpatrick Evaluation Model, a widely applied framework for evaluating educational programmes.
METHODS: Individual semi-structured interviews were conducted online with participants who accessed the course. Interviews were audio-recorded, transcribed verbatim, and analysed using reflexive thematic analysis. Findings were then mapped onto the four levels of the Kirkpatrick model to explore learner reactions, knowledge gains, behavioural change, and wider impacts of the MOOC.
RESULTS: Nine participants (six carers and three non-carers) were interviewed, and five key themes were identified. Learners described enrolling during periods of emotional difficulty and uncertainty and found the course validating, informative, and connecting (reaction). They reported greater understanding of psychosis, caregiving strategies, and self-care approaches (learning), which increased their sense of confidence. Many carers applied this knowledge in their daily routines, communication, and relationships (behaviour), reportedly improving perceived wellbeing for themselves and their relatives (impact). The MOOC’s flexible and multimodal design supported meaningful engagement alongside other responsibilities.
CONCLUSIONS: Preliminary evidence from this model of online training suggests that a globally accessible MOOC can connect learners, enhance understanding, and build confidence in caregiving for psychosis. Subjective reports indicate the potential of MOOCs to address learners’ informational and emotional needs through flexible, supportive online education.
PMID:42661974 | PMC:PMC13519204 | DOI:10.1177/20552076261470199
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