海地农村地区的任务分担:对社区卫生工作者有学徒监督和无学徒监督的简短结构化培训进行定性评估。

IF 1.4 Q3 PSYCHIATRY
Kristen E McLean, Bonnie N Kaiser, Ashley K Hagaman, Bradley H Wagenaar, Tatiana P Therosme, Brandon A Kohrt
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引用次数: 0

摘要

尽管在人道主义环境中,任务分担培训后的监督工作得到了越来越多的支持,但有关受训人员在学徒制和其他监督方法中的经验的研究却很有限。从受训人员的角度研究学徒制对完善监督和提高服务实施的积极性至关重要。作者对海地的试点任务分担培训进行了多阶段、跨文化的调整,包括三个阶段:1)文献回顾和定性研究,以调整心理健康和社会心理支持培训;2)实施简短的结构化小组培训并进行定性过程评估;3)实施学徒培训并进行定性评估,包括对受训人员进行为期两年的跟踪。结构化小组培训显示,学员获得的知识有限、积极性不高、掌握知识的时间和资源有限,以及将技能融入实践的能力有限。增加学徒培训内容与学员的主观临床能力、增强运用技能的信心以及职业发展有关。定性研究结果表明,学员认为学徒制具有附加值。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Task sharing in rural Haiti: Qualitative assessment of a brief, structured training with and without apprenticeship supervision for community health workers.

Despite growing support for supervision after task sharing trainings in humanitarian settings, there is limited research on the experience of trainees in apprenticeship and other supervision approaches. Studying apprenticeships from trainees' perspectives is crucial to refine supervision and enhance motivation for service implementation. The authors implemented a multi-stage, transcultural adaptation for a pilot task sharing training in Haiti entailing three phases: 1) literature review and qualitative research to adapt a mental health and psychosocial support training; 2) implementation and qualitative process evaluation of a brief, structured group training; and 3) implementation and qualitative evaluation of an apprenticeship training, including a two year follow-up of trainees. Structured group training revealed limited knowledge acquisition, low motivation, time and resource constraints on mastery, and limited incorporation of skills into practice. Adding an apprenticeship component was associated with subjective clinical competency, increased confidence regarding utilising skills, and career advancement. Qualitative findings support the added value of apprenticeship according to trainees.

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来源期刊
CiteScore
2.40
自引率
21.40%
发文量
3
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