scholarly journals Evaluation of Training Course on “Integrated Management of Neonatal & Childhood Illness” (IMNCI) Using Kirkpatrick Model at Level-2

2021 ◽  
Vol 4 (1) ◽  
pp. 18-22
Author(s):  
Muhammad Haroon Hamid ◽  
Muhammad Faheem Afzal ◽  
Saira Khan
Keyword(s):  
Training Program ◽  
Test Scores ◽  
Integrated Management ◽  
Pairwise Comparison ◽  
Childhood Illness ◽  
Childhood Mortality ◽  
Median Score ◽  
Post Test ◽  
Kirkpatrick Model ◽  
Level 2

Introduction: Integrated Management of Childhood Illness (IMNCI), taught by a 6-day training course, is an important initiative to decrease childhood mortality. Level 2 of the Kirkpatrick model entails the assessment of the learning achieved by training activity.Objective: To assess improvement in the knowledge of IMNCI content among the participants of the 6-day IMNCI training program.Methods: After taking approval from IRB, this one-group pre-test-post-test study was carried out in the Paediatrics Medicine Department, King Edward Medical University / Mayo Hospital Lahore over 3 months. By non-probability consecutive sampling, all 77 participants of three 6-day courses (with no previous formal training of IMNCI) were included in the study. To assess any improvement in the knowledge (Kirkpatrick Model Level 2), each participant filled a pre-test and a similar post-test after the training.Data was analyzed by SPSS software. As the data was not normally distributed, the Wilcoxon test was applied to compare the overall median scores of pre-test and post-test. Kruskal-Wallis Test was applied for the comparison of the median scores of pre-test and post-test scores of each professional group. While Mann-Whitney U-test was applied for pairwise comparison of the pre-test and post-test scores between different pairs of professional groups.Results: Of the 77 participants, there were 35 doctors, 20 nurses, 20 Lady Health Visitors, and 2 midwives. The overall median score was 3 (IQR 3) of the pre-test and 8 (IQR 2) for the post-test (p-value < 0.001). Except for the midwives, there was a statistically significant improvement in the median score of each group. Item-analysis of the questions showed that compared to the pre-test, the proportion of correct answers in the post-test showed statistically significant improvement for all the 10 questions. Pairwise comparison of the median pre-test and post-test scores between different professional groups did not show statistical significance except for the doctor-nurse pair.Conclusion: IMNCI training program significantly increased the knowledge of health care providers with no statistical difference between the post-test scores of doctors, LHVs, and midwives. KEYWORDS: IMNCI, Training program, Kirkpatrick Model, Childhood mortality, Knowledge evaluation  

scholarly journals Case-based learning in integrated management of neonatal and childhood illness

2019 ◽  
Vol 6 (3) ◽  
pp. 1163
Author(s):  
Sundaram Kartikeyan ◽  
Aniruddha A. Malgaonkar
Keyword(s):  
Gender Differences ◽  
Test Scores ◽  
Test Score ◽  
Integrated Management ◽  
Childhood Illness ◽  
Cognitive Domain ◽  
Post Test ◽  
Case Based Learning ◽  
The Difference ◽  
Case Based

Background: This complete-enumeration, before-and-after type of study (without controls) was conducted on 61 third-year medical students at Rajiv Gandhi Medical College, Thane, Maharashtra state to study the difference in cognitive domain scores after attending lecture-based learning (by a pre-test) and after attending case-based learning (by a post-test).Methods: After approval from the institutional ethics committee, the purpose of the study was explained to third-year medical students and written informed consent was obtained. After curriculum-based lectures on integrated management of neonatal and childhood Illness, a pre-test was administered wherein each student was asked to fill up case sheets for five case scenarios. The maximum marks obtainable were 10 marks per case (total 50 marks).  Case-based learning was conducted in two sub-groups comprising 31 and 30 randomly assigned students by the same faculty and students in each sub-group were exposed to identical case scenarios. The post-test was conducted using case scenarios and case sheets that were identical to that of the pre-test.Results: The overall mean score increased and the difference between the case-wise pre-test and post-test scores of both female (n=35) and male (n=26) students was highly significant (p <0.00001). However, the gender differences in pre-test score (Z=1.038; p=0.299) and post-test score were not significant (Z=0.114; p=0.909).Conclusions: Using case scenarios augmented the cognitive domain scores of participating students and the gender differences in scores were not statistically significant. The post-test scores showed higher variability. Remedial educational interventions would be required for students who obtained low scores in the post-test.

Effect of the Integrated Management of Childhood Illness strategy on childhood mortality and nutrition in a rural area in Bangladesh: a cluster randomised trial

The Lancet ◽  
2009 ◽  
Vol 374 (9687) ◽  
pp. 393-403 ◽  
Author(s):  
Shams E Arifeen ◽  
DM Emdadul Hoque ◽  
Tasnima Akter ◽  
Muntasirur Rahman ◽  
Mohammad Enamul Hoque ◽  
...  
Keyword(s):  
Rural Area ◽  
Integrated Management ◽  
Randomised Trial ◽  
Childhood Illness ◽  
Childhood Mortality ◽  
Cluster Randomised Trial ◽  
Cluster Randomised

scholarly journals Preparing the healthcare workforce in South Africa for short-course rifampicin-resistant TB treatment: Inter-professional training and task-sharing considerations

2020 ◽  
Author(s):  
Paul D Stamper ◽  
Khaya Mlandu ◽  
Kelly Lowensen ◽  
Keri Geiger ◽  
Yen Nguyen ◽  
...  
Keyword(s):  
South Africa ◽  
Training Program ◽  
Test Scores ◽  
Clinical Training ◽  
Professional Training ◽  
Demographic Data ◽  
Tb Treatment ◽  
Short Course ◽  
Post Test ◽  
Professional Nurses

Abstract Background Treatment for rifampicin-resistant Mycobacterium tuberculosis (RR-TB) is complex, however, shorter treatment, with newer antimicrobials are improving treatment outcomes. The South African National Department of Health (NDoH) recently accelerated the rollout of 9-month, all oral, RR-TB short-course regimens. We sought to evaluate an inter-professional training program using pre-test and post-test performance of Professional Nurses (PNs), Advanced Practice Professional Nurses (APPNs) and Medical Officers (MOs) to inform: a) training needs across cadres; b) knowledge performance, by cadres; and c) training differences in knowledge by nurse type. Methods A 4-day didactic and case-based clinical decision support course for RR-TB regimens in South Africa (SA) was developed, reviewed and nationally accredited. Between February 2017 and July 2018, 12 training events were held. Clinicians who may initiate RR-TB treatment, specifically MOs and PN/APPNs with matched pre-post tests and demographic surveys were analyzed. Descriptive statistics are provided. Pre-post test evaluations included 25 evidence-based clinically related questions about RR-TB diagnosis, treatment, and care. Results Participants (N = 842) participated in testing, and matched evaluations were received for 800 (95.0%) training participants. Demographic data was available for 793 (99.13%) participants, of whom 762 (96.1%) were MOs, or nurses, either PN or APPNs. Average correct response pre-test and post-test scores were 61.7% (range 7–24 correct responses) and 85.9% (range 12–25), respectively. Overall, 95.8% (730/762) of participants demonstrated improved knowledge. PNs improved on average 25% (6.22 points) whereas MOs improved 10% (2.89 points) with better mean test scores on both pre- and post-test (p < 0.000). APPNs performed the same as the MOs on post-test scores (p = NS). Conclusions The inter-professional training program in short-course RR-TB treatment improved knowledge for participants. MOs had significantly greater pre-test scores. Of the nurses, APPNs outperformed other PNs, and performed equally to MOs on post-test scores, suggesting this advanced cadre of nurses might be the most appropriate to initiate and monitor treatment in close collaboration with MOs. All cadres of nurse reported the need for additional clinical training and mentoring prior to managing such patients.

scholarly journals Preparing the healthcare workforce in South Africa for short-course rifampicin-resistant TB treatment: Inter-professional training and task-sharing considerations

2020 ◽  
Author(s):  
Paul D Stamper ◽  
Khaya Mlandu ◽  
Kelly Lowensen ◽  
K Geiger ◽  
Yen Nguyen ◽  
...  
Keyword(s):  
South Africa ◽  
Training Program ◽  
Test Scores ◽  
Clinical Training ◽  
Professional Training ◽  
Demographic Data ◽  
Tb Treatment ◽  
Short Course ◽  
Post Test ◽  
Professional Nurses

Abstract Background: Treatment for rifampicin-resistant Mycobacterium tuberculosis (RR-TB) is complex, however, shorter treatment, with newer antimicrobials are improving treatment outcomes. The South African National Department of Health (NDoH) recently accelerated the rollout of 9-month, all oral, RR-TB short-course regimens. We sought to evaluate an inter-professional training program using pre-test and post-test performance of Professional Nurses (PNs), Advanced Practice Professional Nurses (APPNs) and Medical Officers (MOs) to inform: a) training needs across cadres; b) knowledge performance, by cadres; and c) training differences in knowledge by nurse type. Methods: A 4-day didactic and case-based clinical decision support course for RR-TB regimens in South Africa (SA) was developed, reviewed and nationally accredited. Between February 2017 and July 2018, 12 training events were held. Clinicians who may initiate RR-TB treatment, specifically MOs and PN/APPNs with matched pre-post tests and demographic surveys were analyzed. Descriptive statistics are provided. Pre-post test evaluations included 25 evidence-based clinically related questions about RR-TB diagnosis, treatment, and care. Results: Participants (N=842) participated in testing, and matched evaluations were received for 800 (95.0%) training participants. Demographic data was available for 793 (99.13%) participants, of whom 762 (96.1%) were MOs, or nurses, either PN or APPNs. Average correct response pre-test and post-test scores were 61.7% (range 7-24 correct responses) and 85.9% (range 12-25), respectively. Overall, 95.8% (730/762) of participants demonstrated improved knowledge. PNs improved on average 25% (6.22 points) whereas MOs improved 10% (2.89 points) with better mean test scores on both pre- and post-test (p<0.000). APPNs performed the same as the MOs on post-test scores (p=NS). Conclusions: The inter-professional training program in short-course RR-TB treatment improved knowledge for participants. MOs had significantly greater pre-test scores. Of the nurses, APPNs outperformed other PNs, and performed equally to MOs on post-test scores, suggesting this advanced cadre of nurses might be the most appropriate to initiate and monitor treatment in close collaboration with MOs. All cadres of nurse reported the need for additional clinical training and mentoring prior to managing such patients.

scholarly journals PROFIL EVALUASI MODEL KIRKPATRIK PADA PELATIHAN PENYUSUNAN LAPORAN KEUANGAN SYARIAH BAGI PENGURUS KOPERASI

2021 ◽  
Vol 1 (2) ◽  
pp. 167-175
Author(s):  
ELOK NING FAIKOH
Keyword(s):  
Learning Process ◽  
Test Scores ◽  
Research Method ◽  
Cooperative Management ◽  
Financial Reports ◽  
Financial Report ◽  
Knowledge And Skills ◽  
Post Test ◽  
Level 1 ◽  
Level 2

This study aims to obtain an overview of the evaluation of the Kirkpatrik model level 1 and 2 in the implementation of the Sharia Financial Report Preparation Training for Cooperative Management. The research method used is descriptive quantitative. This study took a population of 30 participants of the Financial Report Preparation Training for Cooperative Management in Pasuruan Regency which was carried out by the East Java Province Cooperative and SME Training UPT. Level 1 evaluation (reaction) in this study was obtained by filling out a questionnaire with a Likert scale of 1 (one) to 5 (five) and level 2 evaluation (learning) was obtained by conducting pre-test at the beginning and post-test and at the end of the training. The results of the Kirkpatrik level 1 evaluation (reaction) describe the satisfaction (positive reaction) of the participants towards the implementation of the training. While the results of the level 2 evaluation (learning), there was an increase in knowledge about the material for preparing financial reports for cooperative management. An increase in post-test scores indicates an increase in the knowledge and skills of the trainees and is the success of the learning process ABSTRAKPenelitian ini bertujuan untuk mendapatkan gambaran tentang evaluasi model Kirkpatrik level 1 dan 2 pada pelaksanaan Pelatihan Penyusunan Laporan Keuangan Syariah bagi Pengurus Koperasi. Metode penelitian yang digunakan adalah deskriptif kuantitatif. Penelitian ini mengambil populasi peserta Pelatihan Penyusunan Laporan Keuangan bagi Pengurus Koperasi di Kabupaten Pasuruan yang di laksanakan oleh UPT Pelatihan Koperasi dan UKM Provinsi Jawa Timur sejumlah 30 orang. Evaluasi level 1 (reaksi) dalam penelitian ini didapat dengan melakukan pengisian kuisioner dengan skala Likert 1 (satu) sampai 5 (lima) dan evaluasi level 2 (pembelajaran) diperoleh dengan melakukan pre- test pada awal dan post- tes dan akhir pelatihan. Hasil evaluasi Kirkpatrik level 1 (reaksi) mengambarkan kepuasan (reaksi positif) dari peserta terhadap pelaksanaan pelatihan. Sedangkan hasil dari evaluasi level 2 (pembelajaran), terjadi peningkatan pengetahuan tentang materi penyusunan laporan keuangan bagi pengurus koperasi. Adanya peningkatan nilai post-test menunjukkan adanya peningkatan pengetahuan dan skill dari peserta pelatihan dan merupakan keberhasilan dari proses pembelajaran

scholarly journals The Impacts of a Face-to-Face Training in Combination with LINE Application and Professional Learning Communities on English Teacher Development

2021 ◽  
Vol 14 (4) ◽  
pp. 25
Author(s):  
Areerug Mejang ◽  
Wannaprapha Suksawas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Training Program ◽  
Professional Learning ◽  
Test Scores ◽  
Reading Skills ◽  
English Teachers ◽  
Teaching English ◽  
English Reading ◽  
Post Test

This study examines the impact of a teacher-training program on the development of teachers&rsquo; knowledge, skills, and attitudes towards English reading teaching. The training program was implemented in combination with the use of LINE (a message application) and the teachers&rsquo; participation in school-based professional learning communities. The framework supports the training of English teachers to teach students in accordance with the national core curriculum and its emphasis on reading skills. The participants of this study were 50 English teachers working in the central part of Thailand. Four research instruments were used to collect data: a 12-item pre-test and post-test on teaching English reading skills covering the content of the training, an open-ended form for recording emerging points from the implementation of the lesson plan and preparation of the video clip, a survey including 5-point Likert-scale options and an open-ended response field to assess teachers&rsquo; satisfaction with the training program, and an observation form of the teachers&rsquo; level of participation in the training program. The findings of this study revealed that participants had developed in three major areas: knowledge, skills, and attitude, and they indicated satisfaction with the training program in all areas. The participants&rsquo; post test scores was higher than the pre-test scores. With a statistical significance improvement (p=0.05). Participants demonstrated their skills in designing more creative lesson plans with suitable educational objectives. Finally, the participants reflected a positive attitude towards their participation in the PLC. The significance of this study is related to the theoretical and pedagogical implications of the knowledge, skills, and attitudes of teachers teaching English reading skills in an EFL context.

Preventing Suicide and Depression: A Training Program for Long-Term Care Staff

2001 ◽  
Vol 42 (1) ◽  
pp. 55-69 ◽  
Author(s):  
Bonnie L. Walker ◽  
Nancy J. Osgood
Keyword(s):  
Training Program ◽  
Test Scores ◽  
Long Term Care ◽  
The Elderly ◽  
Care Staff ◽  
Term Care ◽  
Attitudes And Practices ◽  
Care Facilities ◽  
Post Test

Approximately 5 percent of those sixty-five and older live in long-term care facilities (1.5 million). Neither suicide and depression among the elderly who reside in long-term care facilities nor prevention techniques are well-understood by staff. This article discusses the development of a curriculum designed to train long-term care staff in preventing suicide among the elderly and the results of a pilot test of a training program based on that curriculum. The participants ( N=43) significantly improved their scores from pre- to post-test on the knowledge, attitudes, and practices subtests. The knowledge areas in which staff performed the most poorly at pre-test were related to identifying appropriate primary and secondary interventions, the relationship between dementia and suicide, methods of self-destruction used by the elderly, and understanding of depression in the elderly. There was a significant relationship between pre-test and post-test scores on all subtests. Staff with higher levels of education had significantly higher pre- and post-test scores on the knowledge and attitudes subtests. More experienced staff had significantly higher post-test scores on the practices subtest. A large majority of the participants had highly positive attitudes toward the program and thought the program had been very useful or useful to them as caregivers. The study demonstrated the need for staff training related to suicide prevention in long-term care as well as the usefulness of even a brief training.

scholarly journals Preparing the healthcare workforce in South Africa for short-course rifampicin-resistant TB treatment: inter-professional training and task-sharing considerations

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Jason E. Farley ◽  
Norbert Ndjeka ◽  
Khaya Mlandu ◽  
Kelly Lowensen ◽  
Keri Geiger ◽  
...  
Keyword(s):  
South Africa ◽  
Training Program ◽  
Test Scores ◽  
Clinical Training ◽  
Professional Training ◽  
Demographic Data ◽  
Tb Treatment ◽  
Short Course ◽  
Post Test ◽  
Professional Nurses

Abstract Background Treatment for rifampicin-resistant Mycobacterium tuberculosis (RR-TB) is complex, however, shorter treatment, with newer antimicrobials are improving treatment outcomes. The South African National Department of Health (NDoH) recently accelerated the rollout of 9-month, all-oral, RR-TB short-course regimens. We sought to evaluate an inter-professional training program using pre-test and post-test performance of Professional Nurses (PNs), Advanced Practice Professional Nurses (APPNs) and Medical Officers (MOs) to inform: (a) training needs across cadres; (b) knowledge performance, by cadres; and (c) training differences in knowledge by nurse type. Methods A 4-day didactic and case-based clinical decision support course for RR-TB regimens in South Africa (SA) was developed, reviewed and nationally accredited. Between February 2017 and July 2018, 12 training events were held. Clinicians who may initiate RR-TB treatment, specifically MOs and PN/APPNs with matched pre–post tests and demographic surveys were analyzed. Descriptive statistics are provided. Pre–post test evaluations included 25 evidence-based clinically related questions about RR-TB diagnosis, treatment, and care. Results Participants (N = 842) participated in testing, and matched evaluations were received for 800 (95.0%) training participants. Demographic data were available for 793 (99.13%) participants, of whom 762 (96.1%) were MOs, or nurses, either PN or APPNs. Average correct response pre-test and post-test scores were 61.7% (range 7–24 correct responses) and 85.9% (range 12–25), respectively. Overall, 95.8% (730/762) of participants demonstrated improved knowledge. PNs improved on average 25% (6.22 points), whereas MOs improved 10% (2.89 points) with better mean test scores on both pre- and post-test (p < 0.000). APPNs performed the same as the MOs on post-test scores (p = NS). Conclusions The inter-professional training program in short-course RR-TB treatment improved knowledge for participants. MOs had significantly greater pre-test scores. Of the nurses, APPNs outperformed other PNs, and performed equally to MOs on post-test scores, suggesting this advanced cadre of nurses might be the most appropriate to initiate and monitor treatment in close collaboration with MOs. All cadres of nurse reported the need for additional clinical training and mentoring prior to managing such patients.

scholarly journals Preparing the healthcare workforce in South Africa for short-course rifampicin-resistant TB treatment: Inter-professional training and task-sharing considerations

2020 ◽  
Author(s):  
Jason E. Farley ◽  
Norbert Ndjeka ◽  
Khaya Mlandu ◽  
Kelly Lowensen ◽  
Keri Geiger ◽  
...  
Keyword(s):  
South Africa ◽  
Training Program ◽  
Test Scores ◽  
Clinical Training ◽  
Professional Training ◽  
Demographic Data ◽  
Tb Treatment ◽  
Short Course ◽  
Post Test ◽  
Professional Nurses

Abstract Background: Treatment for rifampicin-resistant Mycobacterium tuberculosis (RR-TB) is complex, however, shorter treatment, with newer antimicrobials are improving treatment outcomes. The South African National Department of Health (NDoH) recently accelerated the rollout of 9-month, all oral, RR-TB short-course regimens. We sought to evaluate an inter-professional training program using pre-test and post-test performance of Professional Nurses (PNs), Advanced Practice Professional Nurses (APPNs) and Medical Officers (MOs) to inform: a) training needs across cadres; b) knowledge performance, by cadres; and c) training differences in knowledge by nurse type. Methods: A 4-day didactic and case-based clinical decision support course for RR-TB regimens in South Africa (SA) was developed, reviewed and nationally accredited. Between February 2017 and July 2018, 12 training events were held. Clinicians who may initiate RR-TB treatment, specifically MOs and PN/APPNs with matched pre-post tests and demographic surveys were analyzed. Descriptive statistics are provided. Pre-post test evaluations included 25 evidence-based clinically related questions about RR-TB diagnosis, treatment, and care. Results: Participants (N=842) participated in testing, and matched evaluations were received for 800 (95.0%) training participants. Demographic data was available for 793 (99.13%) participants, of whom 762 (96.1%) were MOs, or nurses, either PN or APPNs. Average correct response pre-test and post-test scores were 61.7% (range 7-24 correct responses) and 85.9% (range 12-25), respectively. Overall, 95.8% (730/762) of participants demonstrated improved knowledge. PNs improved on average 25% (6.22 points) whereas MOs improved 10% (2.89 points) with better mean test scores on both pre- and post-test (p<0.000). APPNs performed the same as the MOs on post-test scores (p=NS). Conclusions: The inter-professional training program in short-course RR-TB treatment improved knowledge for participants. MOs had significantly greater pre-test scores. Of the nurses, APPNs outperformed other PNs, and performed equally to MOs on post-test scores, suggesting this advanced cadre of nurses might be the most appropriate to initiate and monitor treatment in close collaboration with MOs. All cadres of nurse reported the need for additional clinical training and mentoring prior to managing such patients.

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