The impact of a continuing training program on the perceived improvement in quality of health care delivered by health care professionals

Gracia-Pérez, María Luisa; Gil‐Lacruz, Marta

doi:10.1016/j.evalprogplan.2017.09.009

Cited by 14 publications

(10 citation statements)

References 30 publications

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“…The recruitment and retention of rural and remotely based health care workers have been identified as a key issue to the sustainability of the rural health care provision . Access to continuing professional development (CPD) has been shown to have a significant impact on the retention of health care workers in rural areas . However, the cost of travel and accommodation, distance of travel, and the scarcity of locum staff often hinder CPD attendance .…”

Section: Introductionmentioning

confidence: 99%

“…Constant change is taking place within the health field because of ongoing research, and as such, there is an increased push for health care workers to remain abreast of the latest research and develop professionally, ensuring a high level of patient care . Previous research suggests that the difficulties faced with CPD participation contribute to inadequate rural health workforce retention, with poor access being a significant factor behind health professionals leaving the rural setting . The recruitment and retention of health care professionals has been identified as crucial to the sustainability of health care systems in Australia's rural communities …”

Section: Introductionmentioning

confidence: 99%

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The limitations of access to continuing professional development amongst Australia's rural sonographers and its effect on job satisfaction: A pilot study

Binst¹,

Kennedy

Harland³

et al. 2019

Sonography

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Introduction: Sonographers in Australia form an important component of health care within rural and remote communities. Being remotely located brings its own set of difficulties in accessing continuing professional development (CPD). There is little research investigating the rural sonographers' experience with access to CPD and how this affects job satisfaction. Method: The purpose of this research was to investigate if limited access to CPD is experienced in the rural setting, what barriers to participation exist, and if reduced access has a negative effect on job satisfaction. Data were collected via the Australasian Sonographers Association (ASA) members' forum, inviting rural and remote sonographers to participate in an anonymous online questionnaire.Results: This study showed that various barriers to CPD participation exist, with in-person CPD participation seen as highly valuable. Conclusion:This study opens an opportunity for further conversations on how to improve CPD access amongst rural sonographers with the possible underlying solution being increased employer support.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The limitations of access to continuing professional development amongst Australia's rural sonographers and its effect on job satisfaction: A pilot study

Binst¹,

Kennedy

Harland³

et al. 2019

Sonography

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“…Accepting that improvement knowledge is necessary in order to transform the healthcare system, translating this knowledge into practice or ‘doing’ poses a challenge,7 8 and is a clear expression of the ‘knowing-doing gap’,9 known in the specific context of healthcare as the ‘quality chasm’ 10. Consequently, the role of education and training for healthcare staff and students for bridging this gap has been widely discussed and studied 11–13. The need for improvement knowledge in healthcare has led to increased interest of content in suitable quality improvement (QI) curricula,14 effectiveness of educational design and how to establish links between QI knowledge and skills and longer-term improvements in organisational performance 15.…”

Section: Introductionmentioning

confidence: 99%

Fourteen years of quality improvement education in healthcare: a utilisation-focused evaluation using concept mapping

et al. 2019

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BackgroundThe need for training in quality improvement for healthcare staff is well acknowledged, but long-term outcomes of such training are hard to evaluate. Behaviour change, improved organisational performance and results are sought for, but these variables are complex, multifactorial and difficult to assess.AimThe purpose of this article is to explore the personal and organisational outcomes identified by participants over 14 years of university-led QI courses for healthcare professionals.MethodInspired by the Kirkpatrick model for evaluation, we used concept mapping, a structured mixed method that allows for richness of data to be captured and visualised by inviting stakeholders throughout the process. In total, 331 previous course participants were included in the study by responding to two prompts, and 19 stakeholders taking part in the analysis process by doing the sorting.ResultTwo maps, one for personal outcomes and one for organisational outcomes, show clusters of the responses from previous course participants and how the outcomes relate to each other in meta-clusters. Both maps show possible long-term outcomes described by the previous course participants.ConclusionThe results of this study indicate that it is possible that training in quality improvement with a strong experiential pedagogical approach fosters a long-term improvement capability for the course participants and, even more important, a long-term improvement capability (and increased improvement skill) in their respective organisations.

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“…In other words, professional satisfaction is not just related to the acquisition of knowledge and skills, it also encompasses the application of that knowledge and skills and the improvement in competence and quality of care, as perceived by the professional [23]. In the implementation of a training program, the selection of methodology is fundamental to success and achieving objectives [24].…”

Section: Introductionmentioning

confidence: 99%

Learning by Doing and Training Satisfaction: An Evaluation by Health Care Professionals

Gil‐Lacruz

Gracia-Pérez

Gil-Lacruz

2019

IJERPH

Self Cite

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As one of the training methodologies employed in the health care context, ‘Learning by Doing’ prioritizes the transference of competence, control, and workplace motivation. However, there are few published works that consider the opinions of health care professionals in relation to the effects of this kind of training on their workplace competence. The goal of this research was to evaluate the level of satisfaction and impact on quality of care, as perceived by the health care professionals that participated in this training program (Formative Focus). The evaluation utilized an online questionnaire that assessed professional satisfaction through five dimensions: The training methodology; the training program; its economic impact; perceived improvement in professional competence; and, perceived improvement in quality of care. A total of 364 health professionals took part in the training course and were asked to complete an online questionnaire. The variables that contemplated satisfaction were related to quality of care and preferences regarding the training methodology. Participants preferred interactive methods for learning with emphasis on practical contents. In terms of application of learning to their jobs, health care professionals found Learning by Doing skills more useful to transfer to their workplace. This experience of Learning by Doing training indicates an interesting potential for impact on improvement: Quality of health care, health care competence of professionals, and organizational development.

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The impact of a continuing training program on the perceived improvement in quality of health care delivered by health care professionals

Cited by 14 publications

References 30 publications

The limitations of access to continuing professional development amongst Australia's rural sonographers and its effect on job satisfaction: A pilot study

The limitations of access to continuing professional development amongst Australia's rural sonographers and its effect on job satisfaction: A pilot study

Fourteen years of quality improvement education in healthcare: a utilisation-focused evaluation using concept mapping

Learning by Doing and Training Satisfaction: An Evaluation by Health Care Professionals

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