Findings from an Assessment of State Title V Workforce Development Needs

Abstract

To describe results of a 2008 assessment of Title V workforce competencies and training needs at the state level, and examine preferences and barriers related to available education and training opportunities. A web-based survey was administered May through August, 2008 to Maternal and Child Health (MCH) and Children and Youth with Special Health Care Needs (CYSHCN) program leaders in all 50 states, and U.S. jurisdictions. Forty-nine MCH (96%) and 44 CYSHCN (86%) programs and four territories completed surveys. A major focus of the survey related to competencies in six core domains: Public Health/Title V Knowledge Base, Communication, Critical Thinking, Management Skills, Family Centered Care and Medical Home, and Leadership Development. The top training needs identified by state Title V programs fall into the global category of critical thinking, including skills in MCH data synthesis and translation, in program evaluation, and in systems thinking. The need to enhance personal rather than organizational leadership skills was emphasized. Blended learning approaches (graduate education), and national conferences with skills building workshops (continuing education) were identified as preferred training modalities. Barriers to training included lack of career opportunities, insufficient agency support, and inability to take leave (graduate education), and travel restrictions, release time limitations, costs, and limited geographic access (continuing education). Both the focus of training and preferred training modalities differed from previous MCH workforce survey findings. Given the changing needs expressed by state Title V leaders as well as their training preferences, it is important that current and future graduate education and continuing education approaches be better aligned to meet these needs and preferences.

The use of social networks among university students

“…For this reason, it is considered as important to explore the purpose of using social networking and the reasons that may affect these goals. In the extant literature, the use of social networking networks of individuals has diversified as research, collaboration, communication initiation, communication, maintaining communication, content sharing, and entertainment (Lenhart et al, 2007).…”

MCH Workforce Capacity: Maximizing Opportunities Afforded by a Changing Public Health System

“…Today’s MCH workforce is faced with the exciting, yet challenging, feat of maximizing the opportunities afforded by these transformations. An aging workforce, budgetary restrictions, and limited formal leadership training further complicate the task of navigating new policies, procedures, and priorities (Grason et al 2012 ). As such, training and development of the MCH workforce has become an urgent priority (Kavanagh 2015 ; Streeter 2015 ).…”

Avaliação de necessidades de treinamento de profissionais de enfermagem na área da sexualidade

“…O perfil sociodemográfico da clientela inclui dados sobre sexo, idade, escolaridade e condição socioeconômica. Estudos sugerem que variáveis sociodemográficas como idade, sexo e escolaridade apresentam influência nas necessidades de treinamento e na atitude frente à sexualidade (Chen & Hung, 2012;Gallagher, Cass, Black, & Norridge, 2012;Grason et al, 2012;Langer-Most & Langer, 2010;Saunamäki et al, 2010).…”

“…Dentre as pesquisas internacionais, destaca-se aquela realizada por Grason et al (2012). Segundo esses autores, a maioria dos programas analisados (74%) avalia as necessidades de treinamento do seu pessoal pelo menos anualmente.…”

“…Como pôde ser visto, a literatura apresentada indicou algumas variáveis importantes a serem incluídas no modelo de investigação das necessidades de treinamento. Os estudos mencionaram variáveis de características da clientela como extremamente relacionadas às necessidades de treinamento (Gallagher et al, 2012;Grason et al, 2012;Magalhães & Borges-Andrade, 2001). As características da clientela são apresentadas em diversos modelos de TD&E. No modelo MAIS (Borges-Andrade, 1982, o componente "Características da clientela" se refere a fatores físicos e sociais além de estados comportamentais relativos aos participantes, anteriores à realização do programa educacional, que podem afetar seus resultados.…”