Rosemary Goodyear Ed.D. APRN FAANPNurse Consultant AssociatesUnited States of Americawww.nurseconsultantassociates.com
The Train-the-Trainer Model 1-1 Taiwan-USA Experience- Educating Taiwan Interprofessionals
to be Teachers of Caregivers
Objectives:Discuss the origins of the initial grant
Identify the principles of adult education
Discuss the methods of redesigning a curriculum
List the knowledge and skills necessary for teaching an interprofessional group of adults
Explore evaluation of caregiver to assure competence upon program completion
‘Scaling up the health workforce’
Definition-
‘Scaling up’ has entered common usage to refer to expanding and improving an intervention, a programme or services with a view to meeting some desirable target more rapidly. (p. 11)
“Scaling Up the stock of health workers”
United Nations Millennium Development Goals, WHO Human Resources for Health and now UN Sustainable Development Goals all speak to having sufficient workforce for caring of the world’s citizens.
“Qualified providers, available in adequate numbers to deliver the services….”
Increase the workforce through the method of “Scaling Up”
Dussault, G., Fronteira, I, Prytherch, H., Dal Pos, M. R., Ngoma, D., Lunguzi, J., & Wyss, K., 2009. Scaling Up the Stock of Health Workers. International Centre for Human Resources in Nursing, International Council of Nurses, Geneva, Switzerland
Overview
This project was solicited to- and funded by -the USA State Department through a Fulbright Specialist Grant.
Fulbright Specialist was identified, and the program was scheduled for a 4-6 week period in the fall of 2014.
City officials of Taichung, Taiwan Health Department identified that the aged citizens were not receiving adequate or proper care
Overview cont.
Identify graduate nurses who had an interest in learning how to teach and improve caregiver training.
Their outcome goal was to learn how to teach and prepare the caregivers as competent providers of the aged.
The use of the short term “Train the Trainer” (TTT) format was applied
Project Time Line
Week 1
• Meetings• Agency
Visits• Focus
Groups
Week 2• Assessment• Outlining• Lesson Plans
Week 3• Objectives• Teaching
methods• Aids
Week 4• Evaluation• Practice
Teaching• Focus
Groups Using Train the Trainer format, the time line demonstrates the progress of the course.
Time line for TTT Project
Identifying Potential Students
13 nurses and interprofessionals interested in becoming teachers of caregivers were identified
Demographic data were collected about the students, opinions of care of the aged, extent of clinical experience, and level of education.
Learning styles, peer review and course evaluation data were also collected.
Demographic Data
Gender: Female (13)
Age range: 30-40 (11)50+ (2)
Title: Nurse (11): Caregiver (1) Research Asst. (1)
Education: Secondary School (2) College (6)Graduate School (5)
Caregiving Questionnaire Likert score average 1-10 with 1=least agreement and 10=most agreement)
1) Cultural value - family is responsible to care for their elders in the home? Pre: (59) Post: (81)
2) Is it OK to hire a caregiver if living away from elders?Pre: (62) Post: (77)
3) Should caregivers have the opportunity to advance in health careers? Pre: (76) Post: (94)
Train the Trainer Course Content
Introduction Adult Learning Principles Assessing Training Requirements Outlining Training Content Identifying Teaching Methods Training Aids and Lesson Planning Facilitation Skills and Problems in Classroom Practice Teaching and Evaluation
Applying Adult Learning Principles
First - Clarify adult vs children’s ways of learning Learning style inventory
Second – Sharing of individual learning goals and life experiences and resources brought to program. Interview and presentation
Third- Set ground rules for class expectations Participation
Translation
Adult Learning Principles
Focus on real world problemsApplication of what is learned in everyday
servicePromote and allow questions and discussionRespect opinions of others and new ideasExplore resources of peers and integrate into
learningTreat learners as adults
Assessment, Planning and Developing a Curriculum Analyze the need for change in the current program
for educating the caregiver
Using existing topical outline for caregiver training and Focus Group feedback from community agencies – realign and enlarge content, sequence and level learning
Introduce designing learning objectives for the course, and for a lesson.
Assessment, Planning and Developing a Curriculum Outline and sequence the content for caregiver course
Introduce, discuss, and demonstrate different teaching methods to be used in a lesson
Develop lesson plans that include teaching aids and facilitation skills
Discuss importance of evaluation of lessons, and the course to assure competent and safe caregiver
Knowledge and Skills Needed for Teaching Interprofessionals to TEACH
Analyzing and identifying the needs- Review and critique the existing course preparing
caregivers
Define essential content for caregiver to master Content proceeds from simple to complex process, identify
missing content, group like content into modules.
Assess the learning styles of students and apply adult learning principles
Knowledge and Skills Needed for Teaching Interprofessionals to TEACH
Learning objectives and Lesson Plans-Differentiate course, module, and lesson
objectives
Outline the course, module and lesson content, and develop learning objectives
Map out a lesson plan
Knowledge and Skills Needed for Teaching Interprofessionals to TEACH Teaching methods, aids and facilitation
Demonstrate different teaching methods during presentation of the TTT course
Have students discuss the methods best suited for their lessons
Include an example of teaching aids
Identify and demonstrate methods for facilitation through questioning, observing, attending and listening
Knowledge and Skills Needed for Teaching Interprofessionals to TEACH
Evaluation and PresentationDiscuss and explore methods for evaluating
the lessons, course and competency of caregiver students.
Allow student teachers to present a lesson to peers, introduce peer review and give feedback following the presentation.
Summary
The project was completed with all enrolled students completing the course
Group I identified the need for additional education for caregivers who work with the aged and their families in advanced stages of infirmity and illness
Following course completion several of the nurses came to the USA to observe our system of caring for the aged
Ongoing program In 2015 and 2016 a 2nd group and 3rd group
of interprofessionals enrolled in TTT program to teach caregivers
The second group added content to the curriculum for an advanced level of caregiver
39 graduates are now teaching caregivers in Taichung, Taiwan.