From David Phelps and the Education and Training Committee: Evidence-Based Psychological Practices and Therapist Training: At the Crossroads

Practice Problem: Healthcare volunteer responders are an asset during disasters, and their retention is necessary to meet rising demands. This project aimed to develop and implement an evidence-based practice change using a healthcare volunteer retention program and evaluate its influence on retention. PICOT: The PICOT question that guided this evidence-based practice project was: In healthcare volunteers, how does the participation in a formal healthcare volunteer retention program influence healthcare volunteer retention rate, intent to stay, and volunteer satisfaction 12 weeks after Healthcare Volunteer Retention Program introduction? Evidence: The evidence from the literature supported mentoring, education and training, and social support to retain healthcare volunteers. Intervention: The Iowa Model Collaborative guided this project using the Plan, Do, Study, and Act framework to implement the Healthcare Volunteer Retention Program. Healthcare volunteer retention, education and training, and surveys before and after implementation were monitored to evaluate the retention program’s influence. Outcomes: The implementation resulted in a retention rate of 98%, the intent to stay improved by 6%, and 89% of the survey participants were satisfied with the retention program. Additionally, a paired-samples t-test conducted to compare the survey’s results before and after implementation resulted in a t-value of 3.508 at alpha = .05, which supported the effectiveness of the retention program. Conclusion: Local, regional, national, and worldwide opportunities exist to build capacity for healthcare volunteers. Disaster response readiness by healthcare volunteers requires mentoring, education and training, and social support to improve this workforce’s retention.

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Methods and Instruments for the Evaluation and Monitoring of Vocational Education and Training Systems: A Basis for Evidence-Based Policy Making?

Research in Comparative and International Education ◽

10.2304/rcie.2011.6.3.250 ◽

2011 ◽

Vol 6 (3) ◽

pp. 250-254

Author(s):

Philipp Grollmann ◽

Melanie Hoppe

Keyword(s):

Vocational Education ◽

Policy Making ◽

Education And Training ◽

Vocational Education And Training ◽

Evidence Based ◽

Training Systems ◽

Evidence Based Policy ◽

Evaluation And Monitoring ◽

And Training

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Policy Review on the Norwegian Initiative of Offering Free Homework Assistance in Schools

ECNU Review of Education ◽

10.1177/2096531120970951 ◽

2020 ◽

pp. 209653112097095

Author(s):

Aihua Hu ◽

Lihong Huang

Keyword(s):

Education Policy ◽

Present Article ◽

Education And Training ◽

Design Approach ◽

Evidence Based ◽

Social Equality ◽

Assistance Program ◽

Policy Review ◽

And Training ◽

Shed Light

Purpose: Through reviewing an education policy blueprint in Norway, titled “An Offer of Homework Assistance” (issued by the Norwegian Directorate for Education and Training in June 2010), the present article aims to shed light on how Norway uses education as an arena to realize social equality and equity. Design/Approach/Methods: This is an analytical policy review. Findings: By examining the background, goals, contents, and implementation of the homework assistance program, we have found that the Norwegian government institutes evidence-based policies in education. Although there is criticism concerning the policy and its implementation, empirical evaluative investigations have found that it brings a variety of benefits. Originality/Value: The present article is useful to understand educational policymaking in Norway and how the country is making efforts to achieve social equality and equity through education.

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