scholarly journals A digital Gesell chamber: adjustments for professional practices in social isolation

Apertura ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 70-87
Author(s):  
Jaime Sebastián F. Galán Jiménez ◽  
◽  
Blanca Araceli Rodríguez Hernández ◽  
Eva María de León Posadas ◽  
◽  
...  
Keyword(s):  
Training Program ◽  
Social Isolation ◽  
Care Center ◽  
Psychological Care ◽  
Migration Process ◽  
Digital Version ◽  
Self Study ◽  
Psychotherapist Training ◽  
Ethical Response ◽  
Reflective Group

The aim of this study was to show the migration process, due to the covid-19 pandemic, of the psychotherapist training program provided by a psychological care center from a real Gesell chamber to a digital version. The method used was action-research with self-study from the practitioners and supervisor whom reported their experiences with this new mode of working. An informed consent was given to students and participants explaining the implications of the process and its limitations, as well as the intention to publish findings. As results: the digital Gesell chamber presented some technical difficulties; however, it was a useful and ethical response to continue with the training program, with broad benefit for users. What is more, it presented communication advantages that allowed the reflective group to intervene without interruption. In conclusion: the use of the digital chamber was an alternative that eased the supervision of practitioners as well as the optimal performance of psychological care during social isolation.

Bridging the gap: an innovative dementia learning program for healthcare assistants in hospital wards using facilitator-led discussions

2009 ◽  
Vol 21 (S1) ◽  
pp. S58-S63 ◽  
Author(s):  
Alan Chapman ◽  
Shirley Law
Keyword(s):  
Training Program ◽  
Front Line ◽  
Learning Program ◽  
Group Discussions ◽  
Self Study ◽  
Form Part ◽  
Centered Care ◽  
Person With Dementia ◽  
Hospital Wards ◽  
Healthcare Assistant

ABSTRACTNursing a person with dementia in a ward setting can be stressful and a challenge for staff and patients alike. Healthcare assistants are identified as requiring a specific training program. They form part of the front-line workforce and yet have the least access to training but often most contact with patients. The program in this study focused on person-centered care and used six self-study workbooks. Experienced registered nurses are trained to be facilitators of 12 group discussions in the ward setting. The training program viewed the facilitator as playing a key role in empowering the healthcare assistant but also in promoting reflective practice. The outcomes to date have been positive and showed a development in confidence and competence of the healthcare assistants involved.

The efficacy of a multifactorial memory training in older adults living in residential care settings

2013 ◽  
Vol 25 (11) ◽  
pp. 1885-1897 ◽  
Author(s):  
Andrea Vranić ◽  
Ana Marija Španić ◽  
Barbara Carretti ◽  
Erika Borella
Keyword(s):  
Older Adults ◽  
Training Program ◽  
Active Control ◽  
Residential Care ◽  
Care Center ◽  
Memory Training ◽  
Control Group ◽  
Transfer Effects ◽  
Term Memory ◽  
Criterion Task

ABSTRACTBackground:Several studies have shown an increase in memory performance after teaching mnemonic techniques to older participants. However, transfer effects to non-trained tasks are generally either very small, or not found.Methods:The present study investigates the efficacy of a multifactorial memory training program for older adults living in a residential care center. The program combines teaching of memory strategies with activities based on metacognitive (metamemory) and motivational aspects. Specific training-related gains in the Immediate list recall task (criterion task), as well as transfer effects on measures of short-term memory, long-term memory, working memory, motivational (need for cognition), and metacognitive aspects (subjective measure of one's memory) were examined. Maintenance of training benefits was assessed after seven months.Fifty-one older adults living in a residential care center, with no cognitive impairments, participated in the study. Participants were randomly assigned to two programs: the experimental group attended the training program, while the active control group was involved in a program in which different psychological issues were discussed.Results:A benefit in the criterion task and substantial general transfer effects were found for the trained group, but not for the active control, and they were maintained at the seven months follow-up.Conclusion:Our results suggest that training procedures, which combine teaching of strategies with metacognitive–motivational aspects, can improve cognitive functioning and attitude toward cognitive activities in older adults.

Developing Student Outcome Standard Framework for Competence-Based Teacher Training Programs in Universities of Education

2020 ◽  
Vol 65 (9) ◽  
pp. 164-179
Author(s):  
Khanh Nguyen Cong ◽  
Oanh Dao Thi ◽  
Hue Nguyen Thi ◽  
Hien Nguyen Vu Bich ◽  
Son Vu Thi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Training Programs ◽  
Student Outcome ◽  
Assessment Instruments ◽  
Self Study ◽  
Pedagogical Competence ◽  
Teacher Training Programs ◽  
Standard Framework ◽  
Multiple Step

The current study presents the development of a student outcome standard framework for competence-based teacher training programs in universities of education. The outcome standard framework was built in direction of approaching students’ quality, competency including 5 standards: Key qualities; Core competences; Pedagogical competence; Specialistic scientific competence; Self-study, research and profession development competence. Based on this standard framework, education universities can build student outcome standards for each training program following a multiple-step controlled process. Each student outcome standard of a training program must transparently determine specific requirements of profession competencies. Each standard consists of the criteria of the target-competence and then, each criterion is specifically specified into indicators with several typical-specific behaviors. From this standard framework, education universities can develop student outcome assessment instruments (checklist\ scale\ or questionnaire) for evaluating graduated-student outcome quality\ effectiveness of every teacher training program.

Evaluation of a Condensed Training Program to Introduce the Process of Continuing Professional Development

2010 ◽  
Vol 23 (6) ◽  
pp. 560-569 ◽  
Author(s):  
Toyin S. Tofade ◽  
Leigh L. Foushee ◽  
Sarah Y. Chou ◽  
Stephen F. Eckel ◽  
Stephen M. Caiola
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Continuing Professional Development ◽  
Learning Activities ◽  
Approach To Learning ◽  
Home Study ◽  
Novel Approach ◽  
Self Study ◽  
Training Professionals ◽  
Workshop Evaluation

Objectives: Continuing professional development (CPD) is a novel approach to learning and developing as a professional. The purpose of this study is to administer, observe, and evaluate a condensed CPD training program to determine its effectiveness. Study method: The program consists of a 2-hour home study section with reflective components and a 3-hour live portion complete with active learning activities and group exercises. Pre- and post-surveys were administered to participants, with several questions being asked to determine their perception of the CPD process. Results: Of the 21 participants that attended the program, 99% indicated on the post-workshop evaluation that they were able to accomplish the pre-stated program objectives. Of the 19 participants who completed the pre- and post-surveys, 88% responded that the program time was just right for them. After the post-survey, 71% responded that they were very familiar with the concept of CPD as opposed to 11% on the pre-survey. Conclusion: A combined 2-hour self-study and 3-hour live interactive program is efficient and effective in training professionals on CPD.

scholarly journals Formative Evaluation of an Online Responsive Feeding Training Program for Early Childhood Education Professionals (P11-068-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Jennifer Savage ◽  
Lindsey Hess ◽  
Anne Dattilo ◽  
Madeleine Sigman-Grant ◽  
Dianne Stanton Ward ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Training Program ◽  
Formative Evaluation ◽  
Care Center ◽  
Scale Up ◽  
National Academy Of Sciences ◽  
Childhood Education ◽  
User Acceptability ◽  
Early Childcare

Abstract Objectives With most US children enrolled in center-based childcare, there is a critical need for responsive feeding (RF) training and resources that target early childcare. This study explores the feasibility and user acceptability of an interactive online RF training program tailored for Early Childhood Education (ECE) providers of infants and young toddlers. Methods The RF program was developed by the investigators, with aid from a digital educational agency, and input from additional nutrition and early childhood experts. ECE providers (n = 27) completed an enrollment survey, knowledge pre-test, and interview about RF training and beliefs prior to gaining access to four RF modules (Overview; Recognizing hunger and fullness signs; Introducing solid food; Creating a home/childcare connection). Acceptability questions were embedded at the end of each module. Participants finished an evaluation survey and interview following completion. Results The majority of participants were Black or African American (51.9%), non-Hispanic or Latino (96.3%), 31–50 years of age (59.2%), employed in a child care center (74.1%), and had > 10 years’ experience caring for infants or toddlers (70.4%). At enrollment, most accurately defined RF as identifying hunger and fullness signals (90%), but fewer considered RF as providing developmentally appropriate foods (72%) or establishing routines and setting limits (59%). Preliminary results from 19 participants revealed that over 40% took 90–120 minutes to complete the program and 32% took 120–150 minutes to complete. Modules were viewed from a computer or laptop (90%), when at work (42%), in > 1 session (63%). Over 2/3 reported that the information was unique from other training materials. All participants reported that the videos were easy to view and the program was easy to navigate. The program included printed resources, but 25% of participants did not print these resources. Except for a few technical issues in responding to embedded questions, participants overwhelming expressed approval of the training module. Conclusions This study addressed the critical first step of obtaining end-user acceptability of an online RF training for early childcare education providers. Necessary modifications will be made prior to evaluating efficacy and scale-up dissemination. Funding Sources Nemours National Office of Policy and Prevention. National Academy of Sciences Nestlé Nutrition Institute

scholarly journals A Technology Training Program to Alleviate Social Isolation and Loneliness Among Homebound Older Adults: A Community Case Study

2021 ◽  
Vol 9 ◽  
Author(s):  
Frances N. Jiménez ◽  
Joan F. Brazier ◽  
Natalie M. Davoodi ◽  
L. Carter Florence ◽  
Kali S. Thomas ◽  
...  
Keyword(s):  
Older Adults ◽  
Training Program ◽  
Social Isolation ◽  
Technology Training ◽  
Lessons Learned ◽  
Community Based ◽  
Program Staff ◽  
Facilitators And Barriers ◽  
Homebound Older Adults ◽  
Ict Training

Despite substantial evidence of the negative health consequences of social isolation and loneliness and the outsized impact on older adults, evidence on which interventions are most effective in alleviating social isolation and loneliness is inconclusive. Further complicating the translation of evidence into practice is the lack of studies assessing implementation and scalability considerations for socialization programs delivered by community-based organizations (CBOs). Our primary objective was to describe the implementation barriers, facilitators, and lessons learned from an information and communication technology (ICT) training program aimed at reducing social isolation and loneliness for homebound older adults in a home-delivered meals program. Participants received in-home, one-on-one ICT training lessons delivered by volunteers over a 14-week period with the goal of increasing social technology use. To assess implementation facilitators and barriers, 23 interviews were conducted with program staff (n = 2), volunteers (n = 3), and participants (n = 18). Transcripts were analyzed using thematic analysis. Aspects that facilitated implementation included the organization's existing relationship with clientele, an established infrastructure to deliver community-based interventions, alignment of intervention goals with broader organizational aims, and funding to support dedicated program staff. Challenges to implementation included significant program staff time and resources, coordinating data sharing efforts across multiple project partners, participant and volunteer recruitment, and interruptions due to COVID-19. Implications of these facilitators and barriers for scalability of community-based ICT training interventions for older adults are described. Lessons learned include identifying successful participant and volunteer recruitment strategies based on organizational capacity and existing recruitment avenues; using a targeted approach to identify potential participants; incorporating flexibility into intervention design when working with the homebound older adult population; and monitoring the participant-volunteer relationship through volunteer-completed reports to mitigate issues. Findings from this formative evaluation provide insight on strategies CBOs can employ to overcome challenges associated with implementing technology training programs to reduce social isolation and loneliness for older adults, and thus improve overall well-being for homebound older adults. Recommendations can be integrated into program design to facilitate implementation of ICT programs in the community setting.

scholarly journals Impact of the AGE-ON Tablet Training Program on Social Isolation, Loneliness, and Attitudes Toward Technology in Older Adults: Single-Group Pre-Post Study (Preprint)

2020 ◽  
Author(s):  
Sarah E Neil-Sztramko ◽  
Giulia Coletta ◽  
Maureen Dobbins ◽  
Sharon Marr
Keyword(s):  
Quality Of Life ◽  
Social Support ◽  
Older Adults ◽  
Training Program ◽  
Social Isolation ◽  
Technology Use ◽  
Attitudes Toward Technology ◽  
Basic Features ◽  
The Impact

BACKGROUND The internet and technology can help older adults connect with family and friends. However, many older adults face obstacles to internet and technology use, such as lack of knowledge or self-efficacy. OBJECTIVE The purpose of this study was to explore the impact of the AGE-ON tablet training program on social isolation, loneliness, and quality of life. METHODS Adults aged >60 years took part in a series of 6 weekly workshops covering the basic features of a tablet. Before and after the program, social isolation, loneliness, social support, and quality of life were assessed. In addition, data on current tablet use and attitudes toward technology use were collected. Satisfaction with the program was also assessed at the end of the study using 6 Likert scale questions. RESULTS The participants (N=32; mean age 76.3, SD 8.6 years) were predominantly female (n=20, 63%) and retired (n=30, 94%). The participants reported that they were highly satisfied with the program. After completing the program, no differences in social isolation, loneliness, social support, or quality of life were found. Frequency of tablet use increased and the attitudes of the participants toward technology improved. CONCLUSIONS The AGE-ON program resulted in increased tablet use frequency and may improve comfort and attitudes toward tablet use among older adults. This program may assist older adults in overcoming obstacles to internet and technology use to better connect with family and friends; however, further work targeting older adults who are socially isolated or at risk of social isolation is needed to more fully understand whether tablet training programs are beneficial in this population. CLINICALTRIAL ClinicalTrials.gov NCT03472729; https://clinicaltrials.gov/ct2/show/NCT03472729

scholarly journals Analisa Efektifitas Pembelajaran Bahasa Inggris antara Metode In-Class dengan Metode Self Learning dengan Media Komputer

Humaniora ◽  
2011 ◽  
Vol 2 (1) ◽  
pp. 477
Author(s):  
Ari Setyorini
Keyword(s):  
Training Program ◽  
Language Proficiency ◽  
English Language ◽  
Low Frequency ◽  
Support Staff ◽  
Learning Program ◽  
Self Study ◽  
Study Programs ◽  
Final Score ◽  
Self Learning

The purpose of this study was to measure the effectiveness of learning English between the methods in-class with a method of self-learning using computer aids and operational support staff in an international school.  The research method used is descriptive method with a final score comparing between learning results and analyze how the increased English proficiency. A gap still exists in terms of English language proficiency for the operational support staff, we conducted this training program in the classroom with instructors as mentors and teachers in the learning process. And due to busy work schedules and shift changes are different, this learning program made independently by using a computer. The participants who experienced an increase in value is only one person or 6.67%. With these results it may be concluded that a training program with the guidance of instructors in the classroom are more effective and successful in providing a better ability than the self-learning program with the help of computers. Things that affect, among others, are motivation to learn, as seen from the low frequency of attendance at the laboratory (average 93.33% attendance below the required number of attendance), for participants with secondary education level and lower, self-study programs does not seem to be effective, and computer media can not replace the function of a mentor or teacher. 

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