Accountability in Workforce Training

Objectives: The objectives of this study were to (1) determine the degree of alignment between an existing public health curricula and disease intervention specialist (DIS) workforce training needs, (2) assess the appropriateness of public health education for DISs, and (3) identify existing curriculum gaps to inform future DIS training efforts. Methods: Using the iterative comparison analysis process of crosswalking, we compared DIS job tasks and knowledge competencies across a standard Council on Education for Public Health (CEPH)-accredited bachelor of science in public health (BSPH) and master of public health (MPH) program core curricula offered by the Georgia Southern University Jiann-Ping Hsu College of Public Health. Four researchers independently coded each DIS task and competency as addressed or not in the curriculum and then discussed all matches and non-matches between coders. Researchers consulted course instructors when necessary, and discussion between researchers continued until agreement was reached on coding. Results: The BSPH curriculum aligned with 75% of the DIS job tasks and 42% of the DIS knowledge competencies. The MPH core curriculum aligned with 55% of the job tasks and 40% of the DIS knowledge competencies. Seven job tasks and 9 knowledge competencies were considered unique to a DIS and would require on-the-job training. Conclusions: Findings suggest that an accredited public health academic program, grounded in CEPH competencies, could address multiple components of DIS educational preparation. Similar analyses should be conducted at other CEPH-accredited schools and programs of public health to account for variations in curriculum.

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Local economic development and the skills gap: observations on the case of Tampa, Florida

Higher Education Skills and Work-based Learning ◽

10.1108/heswbl-05-2017-0033 ◽

2018 ◽

Vol 8 (4) ◽

pp. 451-468 ◽

Cited By ~ 2

Author(s):

Robert W. Robertson

Keyword(s):

Economic Development ◽

Focus Group ◽

Workforce Development ◽

Local Economic Development ◽

Workforce Training ◽

Skills Gap ◽

Content Type ◽

Key Stakeholders ◽

The Usa ◽

Public Record

Purpose The purpose of this paper is to provide an overview of the “skills gap” concerns that are increasingly prevalent in the USA and globally. In particular, the paper explores the current skills gap debate as a component of the American economy. This is an important issue as there is an increased economic uncertainty and global competition impacting many sectors. The paper specifically defines the current skills gap dilemma with respect to the USA and uses the Tampa, FL example of the practical implications of these concerns using recent survey and focus group data. Design/methodology/approach The research for this paper includes an outline of the economic development structures in place in Tampa, FL, a description of the existing mandate(s) to improve workforce training; the review of a key recent, public record report on workforce skills; and, the results of a focus group developed using key stakeholders. Initially, a public record document report titled Clarus Corporation (2013) “Hillsborough Community College: Workforce Development Scan” was reviewed to provide context and preliminary data to guide the research. In the second phase, a survey was conducted to develop a focus group of 18 key stakeholders in Hillsborough County. Nine of these stakeholders represented the education sector. These were purposefully selected from the Tampa Bay Higher Education Alliance (TBHEA) which represents approximately 30 regionally accredited academic institutions in the Tampa community (TBHEA, n.d.). In addition, another nine respondents were selected by purposeful selection representing employers who had experience with workforce training and development initiatives. Findings The group survey conducted for this paper confirms concerns by both employers and educators with respect to the existing and the future skill sets of employees. In particular, respondents note that basic skills such as communication and technical skills need more attention. Also, the focus group respondents confirm the importance of technical service certification. Fundamentally, economic development professionals, educators and employers need to develop and implement strategies and action plans to ensure that the skills gap be identified correctly and properly addressed. These initiatives must be developed with broad stakeholder input and these initiatives must be viewed as dynamic reflecting changing circumstances. Research limitations/implications This research should be viewed as exploratory in nature. The research could serve as a template to develop and track the concerns and issues of key stakeholders in the economic development process with respect to skills in the workforce on a regional or indeed a statewide basis. Practical implications Nations, states and local governments are more active in structuring workforce development support mechanisms and specific training opportunities to assist employees and businesses. All levels of government highlight the fact that they have skilled, competitive employees to assist in recruiting new companies to consider locating in their respective jurisdictions and in retaining companies. Social implications Having a clear understanding of the skills being demanded by employers as they strive to remain globally competitive is important. Local economic development officials, academicians and employers must be on the same page. Although relationships between these sectors are critical flexibility and adaptability are key to reflect changing demands. Originality/value The paper provides empirical evidence of the perceptions employers and educators have with respect to the skills gap issue in a fast growth jurisdiction. This jurisdiction promotes itself as having an abundant and skilled labor force. Data suggest that there are some concerns emerging from stakeholders.

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Workforce Training on Hazard Recognition and Control

Industrial Hygiene ◽

10.1201/9781351131711-8 ◽

2018 ◽

pp. 113-130

Author(s):

Frances Alston ◽

Emily J. Millikin ◽

Willie Piispanen

Keyword(s):

Workforce Training ◽

And Control ◽

Hazard Recognition

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A review of biomedical and health informatics education: A workforce training framework

Journal of Hospital Administration ◽

10.5430/jha.v5n5p10 ◽

2016 ◽

Vol 5 (5) ◽

pp. 10 ◽

Cited By ~ 1

Author(s):

Saif Khairat ◽

Ryan Sandefer ◽

David Marc ◽

Lee Pyles

Keyword(s):

Medical Informatics ◽

Health Informatics ◽

Training Programs ◽

Interprofessional Collaboration ◽

Critical Role ◽

Workforce Training ◽

Biomedical Data ◽

Healthcare Organizations ◽

Current Form ◽

American Medical Informatics Association

Objective: The purpose of this paper is to review the current state of health information technology (HIT) training programs and identify limitations in workforce expectations and student/trainee level of preparedness. A framework is proposed to build a more effective training program, differentiate HIT and health informatics, and emphasize the critical role of interprofessional collaboration for informatics-related curriculum. We define interprofessionalism as the multi-sector collaborations among academia, industry (Health Care Organizations), and vendors to produce competent informaticians.Methods: Critical review of published HIT and health informatics curricular competencies was conducted, including those published by the Office of the National Coordinator (ONC) for HIT, the American Medical Informatics Association (AMIA), the International Medical Informatics Association (IMIA), and the Council on Accreditation for Health Informatics and Information Management. A review of literature related to HIT and health informatics education and training was also completed.Results: The paper presents a framework for promoting health informatics training with an interprofessional foundation. The core components of the curricular competencies include understanding the healthcare system, biomedical data, computer programming, data analytics, usability, and technology infrastructure. To effectively deliver the content, programs require collaboration between academic institutions, healthcare organizations, and industry vendors.Conclusions: HIT and health informatics-related training programs, in their current form, are not meeting industry needs. The proposed framework addresses the current limitations by providing unique pathways for content delivery by promoting interprofessional collaboration and partnerships between academia and industry.

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Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships

Ethnicity & Disease ◽

10.18865/ed.28.s2.417 ◽

2018 ◽

Vol 28 (Supp) ◽

pp. 417-426 ◽

Cited By ~ 4

Author(s):

Sheryl H. Kataoka ◽

Pamela Vona ◽

Alejandra Acuna ◽

Lisa Jaycox ◽

Pia Escudero ◽

...

Keyword(s):

School Leadership ◽

School Environment ◽

Systems Approach ◽

Systems Of Care ◽

Workforce Training ◽

Macro Level ◽

School Staff ◽

Health Administration ◽

Model Case ◽

Trauma Informed

Objectives: Schools can play an important role in addressing the effects of traumatic stress on students by providing prevention, early intervention, and intensive treatment for children exposed to trauma. This article aims to describe key domains for implementing trauma-informed practices in schools.Design: The Substance Abuse and Mental Health Administration (SAMHSA) has identified trauma-informed domains and principles for use across systems of care. This article applies these domains to schools and presents a model for a Trauma-Informed School System that highlights broad macro level factors, school-wide components, and tiered supports. Community partners from one school district apply this framework through case vignettes.Results: Case 1 describes the macro level components of this framework and the leveraging of school policies and financing to sustain trauma-informed practices in a public health model. Case 2 illustrates a school founded on trauma-informed principles and practices, and its promotion of a safe school environment through restorative practices. Case 3 discusses the role of school leadership in engaging and empowering families, communities, and school staff to address neighborhood and school violence.Conclusions: This article concludes with recommendations for dissemination of trauma-informed practices across schools at all stages of readiness. We identify three main areas for facilitating the use of this framework: 1) assessment of school staff knowledge and awareness of trauma; 2) assessment of school and/or district’s current implementation of trauma-informed principles and practices; 3) development and use of technology-assisted tools for broad dissemination of practices, data and evaluation, and workforce training of clinical and non-clinical staff. Ethn Dis.2018; 28(Suppl 2):417-426; doi:10.18865/ed.28.S2.417.

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Health-care Workforce Training to Effectively Support Family Caregivers of Seniors in Care

Canadian Geriatrics Journal ◽

10.5770/cgj.23.384 ◽

2020 ◽

Vol 23 (2) ◽

pp. 160-171

Author(s):

Rachel Fisher ◽

Jasneet Parmar ◽

Wendy Duggleby ◽

Peter George J. Tian ◽

Wonita Janzen ◽

...

Keyword(s):

Health Care ◽

Family Caregivers ◽

Health Care Professionals ◽

Health Care Services ◽

Well Being ◽

Workforce Training ◽

Community Dwelling ◽

Canadian Health Care System ◽

Care Services ◽

Qualitative Thematic Analysis

Introduction Family caregivers (FCGs) play an integral, yet often invisible, role in the Canadian health-care system. As the population ages, their presence will become even more essential as they help balance demands on the system and enable community dwelling seniors to remain so for as long as possible. To preserve their own well-being and capacity to provide ongoing care, FCGs require support to the meet the challenges of their daily caregiving responsibilities. Supporting FCGs results in better care provision to community-dwelling seniors receiving health-care services, as well as enhancing the quality of life for FCGs. Although FCGs rely upon health-care professionals (HCPs) to provide them with support and services, there is a paucity of research pertaining to the type of health workforce training (HWFT) that HCPs should receive to address FCG needs. Programs that train HCPs to engage with, empower, and support FCGs are required. Objective To describe and discuss key findings of a caregiver symposium focused on determining components of HWFT that might better enable HCPs to support FCGs. Methods A one-day symposium was held on February 22, 2018 in Edmonton, Alberta, to gather the perspectives of FCGs, HCPs, and stakeholders. Attendees participated in a series of working groups to discuss barriers, facilitators, and recommendations related to HWFT. Proceedings and working group discussions were transcribed, and a qualitative thematic analysis was conducted to identify key themes. Results Participants identified the following topic areas as being essential to training HCPs in the provision of support for FCGs: understanding the FCG role, communicating with FCGs, partnering with FCGs, fostering FCG resilience, navigating healthcare systems and accessing resources, and enhancing the culture and context of care. Conclusions FCGs require more support than is currently being provided by HCPs. Training programs need to specifically address topics identified by participants. These findings will be used to develop HWFT for HCPs.

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