Training Needs (training + need)

Distribution by Scientific Domains


Selected Abstracts


Evidence-based practice in clinical psychology: What it is, why it matters; what you need to know

JOURNAL OF CLINICAL PSYCHOLOGY, Issue 7 2007
Bonnie Spring
The history and meaning of evidence-based practice (EBP) in the health disciplines was described to the Council of University Directors of Clinical Psychology (CUDCP) training programs. Evidence-based practice designates a process of clinical decision-making that integrates research evidence, clinical expertise, and patient preferences and characteristics. Evidence-based practice is a transdisciplinary, idiographic approach that promotes lifelong learning. Empirically supported treatments (ESTs) are an important component of EBP, but EBP cannot be reduced to ESTs. Psychologists need additional skills to act as creators, synthesizers, and consumers of research evidence, who act within their scope of clinical expertise and engage patients in shared decision-making. Training needs are identified in the areas of clinical trial methodology and reporting, systematic reviews, search strategies, measuring patient preferences, and acquisition of clinical skills to perform ESTs. 2007 Wiley Periodicals, Inc. J Clin Psychol 63: 611,631, 2007. [source]


Second Language Acquisition of Gender Agreement in Explicit and Implicit Training Conditions: An Event-Related Potential Study

LANGUAGE LEARNING, Issue 1 2010
Kara Morgan-Short
This study employed an artificial language learning paradigm together with a combined behavioral/event-related potential (ERP) approach to examine the neurocognition of the processing of gender agreement, an aspect of inflectional morphology that is problematic in adult second language (L2) learning. Subjects learned to speak and comprehend an artificial language under either explicit (classroomlike) or implicit (immersionlike) training conditions. In each group, both noun-article and noun-adjective gender agreement processing were examined behaviorally and with ERPs at both low and higher levels of proficiency. Results showed that the two groups learned the language to similar levels of proficiency but showed somewhat different ERP patterns. At low proficiency, both types of agreement violations (adjective, article) yielded N400s, but only for the group with implicit training. Additionally, noun-adjective agreement elicited a late N400 in the explicit group at low proficiency. At higher levels of proficiency, noun-adjective agreement violations elicited N400s for both the explicit and implicit groups, whereas noun-article agreement violations elicited P600s for both groups. The results suggest that interactions among linguistic structure, proficiency level, and type of training need to be considered when examining the development of aspects of inflectional morphology in L2 acquisition. [source]


Mental health training and development needs of community agency staff

HEALTH & SOCIAL CARE IN THE COMMUNITY, Issue 5 2002
Jenny Secker
Abstract Emphasis has long been placed in UK national policy on providing ,seamless' mental health services to meet both the health and social care needs of service users. While attention has been paid to the training required by specialist mental health and primary care staff in order to achieve this, the needs of other community agency staff have received less attention. The present article describes a study designed to identify the training needs of staff working within a broad range of agencies. Focus group discussions were used to explore participants' experiences of mental health problems amongst clients, their confidence in dealing with these, current sources of support and perceived training needs. The results indicate that participants in all agencies routinely encountered a range of problems. Colleagues were the main source of support, followed by line managers, but supervision structures and wider organisational support were lacking in some cases. Joint working with specialist mental health services was almost universally problematic and all groups identified a range of training needs. On the basis of the results, the present authors put forward suggestions as to how these needs might be met. [source]


A study to identify the training needs of life insurance sales representatives in Taiwan using the Delphi approach

INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 3 2006
Chiang Ku Fan
This article reports a study conducted to identify the needs for continuing professional development for life insurance sales representatives and to examine the competencies needed by those sales representatives. A modified Delphi technique was used. Most life insurance companies in the USA implement an education and training plan advocated by the Life Office Management Association. Insurance companies in Taiwan implement similar education and training plans, but they do not seem to result in the successful performance of their sales representatives. Besides augmenting knowledge of various financial products and marketing approaches, this study also suggests that life insurance companies need to train their sales representatives to an adequate standard in competencies of problem solving, communication, information technology utilization, culture compatibility, emotional intelligence, collective competence and ethics. [source]


The training needs of health care support workers: results of a study of workers and their managers

JOURNAL OF CLINICAL NURSING, Issue 12 2007
Laurence G Moseley MA
Aims and objectives., This study was designed to assess the training needs of health care support workers. In the past, opinions on the topic have been varied, but were rarely based on empirical evidence. Design and methods., The study was designed as a self-report questionnaire survey of health care support workers and their managers in six units in health and social care, using as its basis 32 descriptors from the NHS Knowledge and Skills Framework, levels 1 and 2. The achieved sample was 117, giving a 77% response rate. Results., Thirty-five per cent of respondents thought that health care support workers were ,unable' to perform six or more of the 32 descriptors used, whilst on the criterion of being ,less than able', the figure was 64%. Support workers and their managers agreed closely (rho = 08) on where the difficulties lay in achieving Knowledge and Skills Framework competencies. Those difficulties lay particularly in two areas: (1) biomedical/physiological knowledge and (2) data-handling. Conclusions., We concluded that the numbers in need of training were substantial and the areas of need were the two identified above. Relevance to clinical practice., The main implications for clinical practice are that (a) for those who supervise or mentor health care support workers, there should be a greater concentration on the more scientific areas of expertise and (b) a similar emphasis is needed for those who train mentors or supervisors. These implications will become more important over time as scientific knowledge about medicine and health care increases. [source]


HYGIENE PERCEPTION: CONDITION OF HOTEL KITCHEN STAFFS IN ANKARA, TURKEY

JOURNAL OF FOOD SAFETY, Issue 2 2010
NEVIN SANLIER
ABSTRACT The study, which analyzed knowledge levels of the staff who work in food and beverage departments of hotels in Turkey about food safety, was carried out in December 2007,March 2008. Researchers applied face to face survey to 522 employees of seven hotels. The difference has been found meaningful statistically between kitchen and kitchenware hygiene, employee hygiene, food hygiene and general hygiene knowledge points and their education status and occupations in the result of the study (P < 0.05). On the other hand, a meaningful relationship has not been found statistically between food safety knowledge levels of the staff and their age ranges (P > 0.05). First, it is required to pay attention to the determining of the training needs of employees working for the enterprise, and to make a point of applying necessary training and seminars concerning the staff in each degree by making a training program. It has been determined that training, occupation and experience of the staff are so important in order to provide food safety in enterprises. PRACTICAL APPLICATIONS Each year, millions of people worldwide suffer from foodborne diseases and illnesses. Therefore, food-related infection is an important health problem in many countries. This study analyzed the knowledge levels of employees who work in the food and beverage departments. It has been found that there is a need to develop a state policy regarding education to be given to consumers and employees about food safety knowledge and practices. Education should be repeated with specific intervals to ensure that learnt information is turned into attitudes and behaviors; and procedures and processes should be controlled regularly. [source]


An Educational Needs Assessment of Pennsylvania Workforce: Opportunities to Redefine Secondary Career and Technical Education to Meet Food Industry Needs

JOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2006
Larry Napoleon
ABSTRACT: This article describes the outcomes of a needs assessment concerning current training needs and performance targets for non-degreed employees in the food industry. Focus groups were used to gather data from 5 food-processing companies: a fresh vegetable company, a canned vegetable company, 2 snack food companies, and a meat company. Focus group participants consisted of 1 senior-level manager each from human resource, production, quality assurance, purchasing, and product development departments within each company. The needs assessment identified 4 major themes that employers indicated as beneficial knowledge and skills for employees to possess: safety training, knowledge of food and production systems, learning and applying mathematical skills, and professional conduct. The authors anticipate that the knowledge of industry needs, with respect to the desired incoming workforce competencies and knowledge, will facilitate the development of integrated curriculum modules for secondary career and technical education programs (high school grades). These integrated curriculum modules will address the growing needs of the food industry and facilitate the development of employment skills required to function and prosper in the new global economy. [source]


Communication skills for behaviour change in dietetic consultations

JOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 6 2009
K. Whitehead
Abstract Background:, Both the UK's National Health Service (NHS) and the National Institute of health and Clinical Excellence (NICE) have recommended increased training for health professionals in communication skills. There is evidence to suggest that communication skills are important in helping people to change health-related behaviour, which is a key role for dietitians. This study investigated the views of UK dietitians about their training needs and experience in relation to communication skills in dietetic practice. Methods:, In October 2007, a cross-sectional survey was mailed to all British Dietetic Association members (n = 6013). The survey gathered quantitative data and free-text comments to ascertain the level, type and effect of communication skills training received by dietitians at both the pre- and post-registration level. Results:, There were 1158 respondents; a response rate of 19.3%. Ninety-eight percent (n = 1117) rated communication skills as either very or extremely important in client consultations. Post-registration training had been undertaken by 73% (n = 904). Of these, over 90% of respondents perceived that post-registration training had led to improvements in their relationships with patients, their confidence in client interviews and their ability to cope with challenging clients. However, 248 (21.4%) felt time keeping in interviews had worsened. Lack of time for client interviews was also the most commonly identified barrier (19%, n = 216) to implementing the skills. Conclusions:, This study has explored an important and under-researched area. Respondents strongly endorsed the importance of good communication skills and the benefits of post-registration training in this area. Some felt that good communication was time consuming but others felt that time management had improved. Further research and training is required to support the implementation of these skills into dietetic practice. [source]


The outcomes of an intervention study to reduce the barriers experienced by people with intellectual disabilities accessing primary health care services

JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 1 2006
C. A. Melville
Abstract Background People with intellectual disabilities (IDs) experience significant health inequalities compared with the general population. The barriers people with IDs experience in accessing services contribute to these health inequalities. Professionals' significant unmet training needs are an important barrier to people with IDs accessing appropriate services to meet their health needs. Method A three group, pre- and post-intervention design was used to test the hypothesis that a training intervention for primary health care professionals would increase the knowledge and self-efficacy of participants. The intervention had two components , a written training pack and a 3-hour face-to-face training event. One group received the training pack and attended the training event, a second group received the training pack only, and a third group did not participate in the training intervention. Research measures were taken prior to the intervention and 3 months after the intervention. Statistical comparisons were made between the three groups. Results The participants in the training intervention reported that it had a positive impact upon their knowledge, skills and clinical practice. As a result of the intervention, 35 (81.4%) respondents agreed that they were more able to meet the needs of their clients with IDs, and 33 (66.6%) reported that they had made changes to their clinical practice. The research demonstrated that the intervention produced a statistically significant increase in the knowledge of participants (F = 5.6, P = 0.005), compared with the group that did not participate in the intervention. The self-efficacy of the participants that received both components of the intervention was significantly greater than the group that did not participate in the training (t = 2.079, P = 0.04). Participation in the two components of the training intervention was associated with significantly greater change in knowledge and self-efficacy than those receiving the training pack alone. Conclusion This intervention was effective in addressing the measured training needs of primary health care professionals. Future research should directly evaluate the positive benefits of interventions on the lives of people with IDs. [source]


Constant or special observations of inpatients presenting a risk of aggression or violence: nurses' perceptions of the rules of engagement

JOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 4 2005
I. MACKAY bsc (hons) rmn
In acute psychiatric settings the practice of ,observation' is commonly employed. Increased levels of observation, ,constant' or ,special' are used for those perceived as presenting a ,higher' risk. As an intervention it is used most frequently for those at risk of self-harm or suicide, the practice is also however, used for those thought to present a risk of violent behaviour. In this descriptive study the perceptions of 1st level registered mental nurses (RMNs) gave an account of observation for those perceived to be at risk of violence or aggression and insight into what was considered important and desirable in practice. Unstructured qualitative interviews were conducted with a purposive sample of six RMNs from a psychiatric intensive care unit. Three major categories, Procedure, Role, and Skills emerged which revealed a complex practice far removed from its literal description as merely ,watching'. Six subcategories emerged from the Role. (1) intervening; (2) maintaining the safety of the patient and others; (3) prevention de-escalation and the management of aggression and violence; (4) assessing; (5) communication; and (6) therapy. Skills in these and, experience were thought to IMPACT on the success of the practice. The description of this and the skills involved offer a definition of the ,rules of engagement' which give insight to the practice and the training needs of staff advocated for ,observation'. The acronym IMPACT may be useful in this. [source]


Evaluation of School-Based HIV Prevention Education Programs in New Jersey

JOURNAL OF SCHOOL HEALTH, Issue 6 2001
CHES Director, David K. Lohrmann PhD
ABSTRACT: This paper presents results from a process evaluation conducted by the New Jersey Department of Education (NJDOE). Representative samples of middle and high school superintendents, principals, lead health teachers, and HIV teachers provided information assessing whether local district policy content was consistent with the state's policy code, the dynamics of local policy development, and school district staff perceptions and practices regarding HIV education policies. NJDOE also was interested in determining: ifinservice training was accessible to teachers assigned to provide HIV education; the scope and impact of HIV inservice programs; and the training needs of staff assigned to teach the HIV curriculum. Finally, NJDOE was interested in determining: local curricula scope, sequence, and approach; the extent to which local curricula were skills-based; and local expectations for instructional outcomes. As a result of the evaluation, program staff identified areas needing remediation and planned for program improvement in new areas. [source]