The use of reflective diaries in end of life training programmes: a study exploring the impact of self-reflection on the participants in a volunteer training programme

AimsThe BMA's survey results (Caring for the Mental Health of the Medical Workforce, 2019) and HEE's NHS Staff and Learners’ Mental Wellbeing Commission report (2019) highlighted declining staff wellbeing. The COVID-19 pandemic has sharpened focus on this and the effects of moral injury on healthcare professionals. Shielding, social distancing and redeployment led to many medical trainees being increasingly isolated at a time of heightened anxiety and adversity. Psychiatry trainees tend to have good access to reflective groups, but this is not customary in other training programmes.MethodIntervention“Trainees4trainees” was set up by trainees across specialties as a HEE-TV well-being project, led by the Deanery Trainee Improvement Fellow. Peer support groups are run on Zoom, facilitated by 2 trainees with special training in peer support. Psychiatry trainees have been involved in designing and facilitating groups and training facilitators from other specialties; facilitators have regular supervision from a consultant psychiatrist in medical psychotherapy. Trainees are supported to discuss challenging experiences and think about their emotional responses in a supportive and validating group.ResultFeedbackWe are in the process of formal data collection to assess the impact of the intervention. Informal feedback suggests the groups are a powerful support to individuals who otherwise have no avenue to think about the psychological impact of their experiences. The groups have supported trainees to feel less isolated and bolstered their resilience.ConclusionFuture plansWe have faced challenges in the practicalities of establishing and maintaining groups. We are working with Training Programme Directors to move towards running the groups in protected time within working hours and advocate that reflective groups, such as our peer support groups, are a key part of future medical and surgical Training Programmes.

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Using photography to enhance GP trainees’ reflective practice and professional development

Medical Humanities ◽

10.1136/medhum-2017-011203 ◽

2018 ◽

Vol 44 (3) ◽

pp. 158-164 ◽

Cited By ~ 5

Author(s):

Rutherford ◽

Emer Forde ◽

Jacqueline Priego-Hernandez ◽

Aurelia Butcher ◽

Clare Wedderburn

Keyword(s):

Professional Development ◽

Clinical Work ◽

Training Programme ◽

Self Awareness ◽

Self Reflection ◽

Practice Of Medicine ◽

Reflective Capacity ◽

Core Components ◽

Training Programmes ◽

Gp Training

The capacity and the commitment to reflect are integral to the practice of medicine and are core components of most general practitioners (GP) training programmes. Teaching through the humanities is a growing area within medical education, but one which is often considered a voluntary ‘add-on’ for the interested doctor. This article describes an evaluation of a highly innovative pedagogical project which used photography as a means to enhance GP trainees’ reflective capacity, self-awareness and professional development. Photography was used as a tool to develop GP trainees’ skills in recognising and articulating the attitudes, feelings and values that might impact on their clinical work and to enhance their confidence in their ability to deal with these concerns/issues. We submit that photography is uniquely well suited for facilitating insight and self-reflection because it provides the ability to record ‘at the touch of a button’ those scenes and images to which our attention is intuitively drawn without the need for—or the interference of—conscious decisions. This allows us the opportunity to reflect later on the reasons for our intuitive attraction to these scenes. These photography workshops were a compulsory part of the GP training programme and, despite the participants’ traditional scientific backgrounds, the results clearly demonstrate the willingness of participants to accept—even embrace—the use of art as a tool for learning. The GP trainees who took part in this project acknowledged it to be beneficial for both their personal and professional development.

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Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations

Tizard Learning Disability Review ◽

10.1108/tldr-04-2015-0020 ◽

2016 ◽

Vol 21 (2) ◽

pp. 95-102 ◽

Cited By ~ 6

Author(s):

Greg Stocks ◽

Sean Slater

Keyword(s):

Self Efficacy ◽

Repeated Measures ◽

Outcome Expectations ◽

Training Model ◽

Training Programme ◽

Positive Outcome ◽

Content Type ◽

Repeated Measures Design ◽

Training Programmes ◽

The Impact

Purpose – The purpose of this paper is to investigate the impact of a six-and-a-half day, Positive Behaviour Support (PBS) informed training course on staff’s self-efficacy and outcome expectations of managing challenging behaviour (CB). Training programmes for other non-psychology staff were deemed necessary due to the high demand for services and the specialist knowledge held by other professionals or carers. Design/methodology/approach – A repeated measures design was used to capture changes in specific self-efficacy and outcome expectations before and after the training programme. A questionnaire methodology was employed. Findings – Staff self-efficacy and positive outcome expectations increased on all four measured variables following training: understanding of CB, working out the functions of CB, developing and implementing a PBS plan, and managing CB for the benefit of the service user. Research limitations/implications – These findings are considered in light of previous research suggesting an impact on staff practice and burnout. Practical implications – The findings suggest that the training model delivers changes in staff cognition and may be useful in other locations where demand for services is likely to increase in the future. Originality/value – This research considers the impact of a medium length PBS training on staff cognition, evidencing the model’s utility in the current service context.

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ICT services to students in the greater Accra region of Ghana

Information and Learning Sciences ◽

10.1108/ils-06-2017-0052 ◽

2017 ◽

Vol 118 (7/8) ◽

pp. 393-405 ◽

Cited By ~ 1

Author(s):

Patience Emefa Dzandza

Keyword(s):

Public Libraries ◽

Training Programme ◽

Daily Activities ◽

Ict Skills ◽

Content Type ◽

Development Goals ◽

Method Of Instruction ◽

Ict Training ◽

Training Programmes ◽

The Impact

Purpose This paper aims to describe an information and communication technology (ICT) training programme in the central library in Ghana, to discuss the benefits of the programme and the challenges faced by those delivering it and to relate this work to the broader development goals of the UN and the Africa Union (AU), offering some recommendations on how the programme can be made more effective. Design/methodology/approach The study adopted a qualitative approach to help determine the modality of the programme to two junior high schools (JHSs) in the area that benefit weekly from the training programmes offered at the ICT corner. Interviews were conducted with two staff of the ICT corner to help gather information on the services that the ICT corner offers and the challenges with the programme; ICT teachers and a library coordinator of the two JHSs were also interviewed to find out about their opinion on the programme and the impact they think the programme can make to help achieve the agenda of equipping the youth with ICT skills. Focus group discussions were held with two classes from the JHSs for them to indicate the ICT skills they have acquired from the training and what they can use the skills to achieve. The researcher also witnessed two training sessions and observed daily activities of the ICT corner and the method of instruction. Findings The study brought to fore the contribution GhLA is making to help Ghana achieve Agenda 2063 and 2030 by helping students acquire basic ICT skills that are motivating them to use computers in their daily activities. Originality/value The study highlighted the importance of libraries in the twenty-first century and recommendations were made, among others, that, the facility should be replicated in all public libraries to be used by schools that do not have their own ICT lab in Ghana and the library should employ more staff to help with the training.

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Evaluating impacts of training in conservation: a case study in Mauritius

Oryx ◽

10.1017/s0030605316001691 ◽

2017 ◽

Vol 53 (1) ◽

pp. 117-125 ◽

Cited By ~ 1

Author(s):

Brittany Sawrey ◽

Jamie Copsey ◽

E. J. Milner-Gulland

Keyword(s):

Work Environment ◽

Monitoring And Evaluation ◽

Training Programme ◽

Theory Of Change ◽

Practical Skills ◽

Effect Change ◽

Perception Of Control ◽

Training Activities ◽

Training Programmes ◽

The Impact

AbstractThe need for increased monitoring and evaluation within the conservation sector has been well documented, and includes the monitoring and evaluation of training activities. We evaluated the impacts of a long-term training programme in Mauritius, using a questionnaire and semi-structured key informant interviews to develop a theory of change from the perspective of the trainers, and validated it against participants' perceptions of the benefits of training. Our findings indicated that an important outcome of training was to increase participants' belief that they could effect change, also called perception of control; this is related to an increase in a trainee's practical skills, which enables them to become more effective in their work. However, if a trainee's work environment was negative, the impact of training on practical skills, job performance and perception of control was lower. Neither the acquisition of conservation theory nor the opportunity to network was perceived by participants as improving their conservation performance, despite trainers anticipating that these matters would be important. Perception of control and work environment should therefore be considered when designing conservation training programmes, and the effectiveness of teaching conservation theory and networking should be examined further.

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End-of-life care volunteers: a systematic review of the literature

Health Services Management Research ◽

10.1258/095148405774518624 ◽

2005 ◽

Vol 18 (4) ◽

pp. 244-257 ◽

Cited By ~ 35

Author(s):

Donna M Wilson ◽

Christopher Justice ◽

Roger Thomas ◽

Sam Sheps ◽

Margaret MacAdam ◽

...

Keyword(s):

End Of Life ◽

End Of Life Care ◽

Review Of The Literature ◽

Volunteer Training ◽

Care Services ◽

Eol Care ◽

The Impact ◽

Organizational Needs ◽

Meaningful Role

This report presents a review of 1988 and onwards research and other literature on end-of-life (EOL) care volunteers. Only 18 research or case studies articles were identified for an integrative review through a search of nine library databases. A review of this literature revealed three themes: (1) the roles of EOL volunteers, (2) volunteer training and other organizational needs or requirements, and (3) outcomes, particularly the impact of volunteering on volunteers and the impact of volunteers on EOL care. Despite limited statistical evidence, the available literature on EOL care volunteers clearly indicates that considerable potential benefit can be derived from EOL care volunteers' contributions, with their efforts benefiting dying persons, their families, paid EOL staff, and the volunteers themselves. More specifically, willing volunteers, particularly those with diverse skills and abilities, have the potential to significantly and positively impact EOL care in that they can perform many necessary and extra functions of value. Volunteers often augment and enhance the range of EOL care services provided to terminally ill individuals and their families. Volunteers should also be recognized as increasing the accessibility of EOL care. The role of the volunteer is not without challenge, however, both for the individuals who volunteer and the organizations that must orient them and provide a meaningful role for them.

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Training for volunteers - A multiple case study investigating the relationship between volunteer motivations and required training programmes

10.26686/wgtn.17061020.v1 ◽

2021 ◽

Author(s):

◽

Philip Ronald Daly

Keyword(s):

Research Question ◽

Multiple Case Study ◽

Career Motivation ◽

Volunteer Training ◽

Wide Range ◽

Multiple Case ◽

Training Programmes ◽

The Impact ◽

Volunteer Motivations

<p>This thesis reports on a multiple case study exploring the impact of required training programmes upon the motivations of new volunteers. The core research question is: How are the primary motivations of volunteers affected by the initial training that they are required to complete? Previous research has investigated the motivations of volunteers, and sought to measure the efficacy of volunteer training programmes. However there is little research investigating how volunteer motivations and volunteer training programmes influence each other. Volunteers from two contrasting volunteer organisations were interviewed about their motivations to volunteer, experiences of the volunteer training, and any subsequent changes in motivation. Prior to these interviews the volunteers were given the Volunteers Function Inventory (VFI) questionnaire which measures volunteer motivations. The interview data was analysed using a six phase process of thematic analysis, and the motivational themes from this analysis were checked against the results of the VFI Questionnaire. The study found little difference in the overall motivations of volunteers between the two organisations, though there were differences in how these motivations were expressed within each organisation. Both sets of volunteers displayed high levels of altruistic and knowledge-based motivations, with the career motivation being the most variable, and age and stage of life appearing as a key moderator for the motivations. Volunteers appreciated training that they perceived as being relevant, and that utilised peer-learning, but both training programmes lacked the flexibility required to have a high level of relevance to a wide range of learning needs and motivations. Ultimately the motivations of the volunteers were improved by the training when they found that it either helped them to be more effective in their volunteer roles, or related well to their motivations for volunteering.</p>

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Training for volunteers - A multiple case study investigating the relationship between volunteer motivations and required training programmes

10.26686/wgtn.17061020 ◽

2021 ◽

Author(s):

◽

Philip Ronald Daly

Keyword(s):

Research Question ◽

Multiple Case Study ◽

Career Motivation ◽

Volunteer Training ◽

Wide Range ◽

Multiple Case ◽

Training Programmes ◽

The Impact ◽

Volunteer Motivations

<p>This thesis reports on a multiple case study exploring the impact of required training programmes upon the motivations of new volunteers. The core research question is: How are the primary motivations of volunteers affected by the initial training that they are required to complete? Previous research has investigated the motivations of volunteers, and sought to measure the efficacy of volunteer training programmes. However there is little research investigating how volunteer motivations and volunteer training programmes influence each other. Volunteers from two contrasting volunteer organisations were interviewed about their motivations to volunteer, experiences of the volunteer training, and any subsequent changes in motivation. Prior to these interviews the volunteers were given the Volunteers Function Inventory (VFI) questionnaire which measures volunteer motivations. The interview data was analysed using a six phase process of thematic analysis, and the motivational themes from this analysis were checked against the results of the VFI Questionnaire. The study found little difference in the overall motivations of volunteers between the two organisations, though there were differences in how these motivations were expressed within each organisation. Both sets of volunteers displayed high levels of altruistic and knowledge-based motivations, with the career motivation being the most variable, and age and stage of life appearing as a key moderator for the motivations. Volunteers appreciated training that they perceived as being relevant, and that utilised peer-learning, but both training programmes lacked the flexibility required to have a high level of relevance to a wide range of learning needs and motivations. Ultimately the motivations of the volunteers were improved by the training when they found that it either helped them to be more effective in their volunteer roles, or related well to their motivations for volunteering.</p>

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Supervising fast track social work students on placement: examining the experiences of trainee practice educators

The Journal of Practice Teaching and Learning ◽

10.1921/jpts.v17i3.1472 ◽

2021 ◽

Vol 17 (3) ◽

pp. 47-63

Author(s):

Diane Apeah-Kubi

Keyword(s):

Social Work ◽

Fast Track ◽

Education Programme ◽

Training Programme ◽

Emotional Impact ◽

Education Practice ◽

Social Work Training ◽

Work Training ◽

Training Programmes ◽

The Impact

The last decade has seen the introduction of fast track (FT) social work training programmes as an alternative to 2-year postgraduate courses: Step Up to Social Work began in 2010, joined by Frontline in 2014 and finally Think Ahead, a mental health-focussed social work training programme, in 2016. With the popularity of these courses (Skills for Care analysis of HESA data, 2018), and the uncertainty around the continuation of bursaries, X University validated its own FT social work programme in 2017. While there have been evaluations of the impact of the aforementioned FT training programmes, there is nothing publicly available examining the experiences of the practice educators who assess these students. Using end-of-placement feedback data from a sample of 14 trainee practice educators, this article will discuss their experience of assessing FT students, including how the students performed on placement and the educators’ views of their own training programme. Some educators noted a physical and emotional impact on students and a struggle with some to engage in reflective practice. Comments regarding the fast pace of both the FT and practice education programme were also made. Recommendations for the training and support of practice educators supervising FT students will be identified and discussed. Keywords: fast track, social work education, practice educator, placement

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Impact of extension training programmes on poultry farmers in Nigeria: Private farm experience

International Journal of Agricultural Extension ◽

10.33687/009.02.3268 ◽

2021 ◽

Vol 9 (2) ◽

Author(s):

Oghenero Ovharhe ◽

Peter Emaziye ◽

Samson Alakpa ◽

Folorunsho Alli

Keyword(s):

Stocking Density ◽

Sampling Technique ◽

Simple Random Sampling ◽

Training Programme ◽

Record Keeping ◽

Feed Formulation ◽

Before And After ◽

Poultry Farmers ◽

Training Programmes ◽

The Impact

This study appraised the impact of the training programme (such a feed formulation, house preparation, brooding vaccination schedule, stocking density, litter application, types sorting and handling of eggs, record keeping and accounts) given to poultry farmers by the private sector. Obasanjo Farms Nigeria Limited was used as a case study. The study objectives were to investigate the sources of the information about the training programmes, identified training needs of participants, capture adoption techniques, ascertained training satisfaction level, ascertained property acquisition of beneficiaries before and after the training and identify constraints facing the participants. A simple random sampling technique was used for this study to obtain a sample size of 84. A set of questionnaires was used to elicit information from respondents. Data obtained were analyzed statistically. The study revealed that the majority (82.1%) were males with a mean age of 30years and mean the farming experience was two years. The major source of information was radio (52.4%). Training need such as feed formulation (66.9%) optimal on needs assessment rating. The majority (at medium level) adopted the training rendered on feed formulation, stocking density, brooding techniques, and medication techniques. Respondents were mostly satisfied with training given on brooding (mean = 3.4). The most serious constraint was the inadequate provision of starter packs to trainees. On before and after comparison, the T-test showed that there were significant differences between the various properties acquired after the training programme (p0.05). The study concluded that trainees were satisfied with the training as it contributed to increased wellbeing. It was recommended that trainees should be equipped after training sessions to ensure best practices and food security.

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