To satisfy requirements for continuing professional education, workforce demand for access to large-scale continuous professional education and micro-credential-style online courses is increasing. This study examined the Knowledge Translation (KT) outcomes for a short (2 h) online course about support at night for people living with dementia (Bedtime to Breakfast), delivered at a national scale by the Dementia Training Australia (DTA).

A sample of the first cohort of course completers was re-contacted after 3 months to complete a KT follow-up feedback survey (n = 161). In addition to potential practice impacts in three domains (Conceptual, Instrumental, Persuasive), respondents rated the level of Perceived Improvement in Quality of Care (PIQOC), using a positively packed global rating scale.

Overall, 93.8% of the respondents agreed that the course had made a difference to the support they had provided for people with dementia since the completion of the course. In addition to anticipated Conceptual impacts (e.g., change in knowledge), a range of Instrumental and Persuasive impacts were also reported, including workplace guidelines development and knowledge transfer to other staff. Tally counts for discrete KT outcomes were high (median 7/10) and explained 23% of the variance in PIQOC ratings.

Online short courses delivered at a national scale are capable of supporting a range of translation-to-practice impacts, within the constraints of retrospective insight into personal practice change. Topics around self-assessed knowledge-to-practice and the value of positively packed rating scales for increasing variance in respondent feedback are discussed.

为了满足继续职业教育的要求，劳动力对获得大规模持续职业教育和微型凭证式在线课程的需求正在增长。这项研究检查了短期（2小时）在线课程的知识翻译（KT）结果，该课程是有关澳大利亚痴呆症患者在夜间的支持（从睡前到早餐），由澳大利亚痴呆症培训（DTA）在全国范围内提供。

3个月后重新联系第一批课程完成者的样本，以完成KT跟踪反馈调查（n = 161）。除了在三个领域（概念，工具，说服力）的潜在实践影响之外，受访者还使用积极包装的全球评分量表对感知的护理质量改善（PIQOC）进行评分。

总体而言，有93.8％的受访者同意该课程对他们自完成课程以来为痴呆症患者提供的支持有所帮助。除了预期的概念影响（例如知识变化）以外，还报告了一系列的工具性和说服性影响，包括工作场所指南的开发和知识向其他员工的转移。离散KT结果的计数计数很高（中位数为7/10），可以解释PIQOC评分差异的23％。

在回顾性地洞悉个人行为变化的范围内，在全国范围内提供的在线短期课程能够支持一系列从翻译到实践的影响。讨论了围绕自我评估的知识到实践以及积极增加的评分量表的值，以增加受访者反馈中的差异的主题。