Training mental health promotion workers in programme evaluation

Abstract

In this paper, a programme to train mental health promotion workers in programme evaluation is described and evaluated. The programme is based on adult learning values, guidelines for programme evaluation training and the general principles of mental health promotion. Facilitated over 2 days, the programme also provided individual mentoring. Training was evaluated via a questionnaire immediately before and post training, and 6 months post training (n = 28, n = 18, n = 18). Additionally, individual interviews were used with seven participants and qualitatively analysed. Results indicate significant and sustained positive changes in knowledge, confidence and behaviour and while satisfaction reduced significantly at the six month follow-up, participants' level of satisfaction towards mentoring was consistent. Post training, participants reported a greater appreciation of the importance of evaluation planning and working collaboratively.

The implementation of a successful medication safety program in a primary care

“…Given the importance of the medication safety training, we considered it important to evaluate the program. The resulting evaluation consisted of a questionnaire adapted from Reupert et al, which was used and adapted for program evaluation . The following general domains were targeted, and these were as follows: knowledge about medication safety principles and sources of medication errors within the workplace Confidence about medication safety practice and what to do in order to avoid errors in the workplace. Behaviour about the ability of the participants to implement the newly developed medication safety principles and guidelines in the workplace. Satisfaction of the participants with the training and mentoring receiving during the training. …”

“…Given the importance of the medication safety training, we considered it important to evaluate the program. The resulting evaluation consisted of a questionnaire adapted from Reupert et al, which was used and adapted for program evaluation 17. The following general domains were targeted, and these were as follows:1. knowledge about medication safety principles and sources of medication errors within the workplace 2.…”

Program Evaluation in Doctoral-Level Counselor Education Preparation

“…Results from program evaluations also guide policy making and planning. Given the widespread application of evaluation within educational praxis, it is not surprising that mental health providers and school-based counselors find themselves under additional pressure from the public and health-care insurance companies to demonstrate the efficacy of their program services and client interventions (Astramovich & Coker, 2007; Astramovich, Coker, & Hoskins, 2005; Heppner, Wampold, Owen, Wang, & Thompson, 2016; Reupert, McHugh, Mayberry, & Mitchell, 2012; Schaffer & Atkinson, 1983; Tyler, 1983; Wheeler & Loesch, 1981). In fact, counselors serving under the auspices of their respective professional counseling organizations are required to be adept at conducting program evaluations and using accountability and evidence-based practices (e.g., American Counseling Association [ACA]; Baker, 2012; American Mental Health Counseling Association [AMHCA], 2016; American School Counselor Association [ASCA], 2012a, 2012b).…”

Avaliação de treinamento em uma agência reguladora: aprendizagem, reação e impacto

“…No que diz respeito ao desenho de pesquisa, nos estudos estrangeiros, percebe-se maior equilíbrio entre a utilização dos diversos desenhos. Também nas pesquisas estrangeiras, verifica-se que a maior parte dos estudos é transversal, embora tenham sido encontrados oito estudos longitudinais (Tan et al, 2003;Gaudine & Saks, 2004;Cromwell & Kolb, 2004;Saks & Belcourt, 2006;Steensma & Groeneveld, 2010;Dalston & Turner, 2011;Reupert et al, 2012;Ruud et al 2012).…”

“…Houve predomínio do uso de questionários, porém, também foram encontrados grupo focal, entrevista, roteiro para análise documental e observação direta em complementação à entrevista. Dentre os questionários aplicados, verificam-se teste de aprendizagem com aplicação antes e após o treinamento (Laing & Andrews, 2011;Reupert et al, 2012;Ruud et al, 2012), teste situacional (Liu, Grandon & Ash, 2009) Analisa-se que a agenda é ampla e envolve inclusão de variáveis a serem investigadas, níveis de avaliação e questões metodológicas, assim como a agenda brasileira. O que mais chama a atenção nas duas agendas são as sugestões metodológicas, que envolvem realização de experimentos ou quase-experimentos, utilização de grupos de comparação e utilização de múltiplas fontes e dados objetivos.…”