Abstract
Purpose : The purpose of this study was to track the performance of five health professionals, responsible for specified health guidance services at the healthcare centre, who participated in a Practical Learning Skill Upgrading Program (hereinafter referred to as "the Program"), a variant of the Learning Outcome Creation Program to Enhance the Competence of PHNs. Methodology : The outcomes before and after participating in the Program were assessed by the Wilcoxon's signed rank test using three scales to measure professional competencies. The learning process was assessed by content analysis of quantitative data obtained from group sessions, transcripts of personal phone interviews, observation notes, e-mail messages and worksheets. Results : The scores on the three scales rose significantly after the Program. The following categories of learnings were obtained from qualitative data on participants: recognition of own immaturity as a "public healthcare professional;" identification of own learning tasks as a "public healthcare professional;" determination of own learning objectives as a "public healthcare professional;" redefinition of the substance of health guidance by tackling the learning tasks to achieve one's objectives; correction/acquisition of health guidance skills by applying the theory of healthcare; recognition of own responsibility for ongoing self-development as a professional; and creation of supportive relationships and structure to share learning among colleagues. Discussion : The categories thus identified may be classified into reflection on oneself to define learning tasks and reflection challenging oneself to create learning outcomes. The research findings suggest the possibility of applying the Program to the training of specified health guidance providers and the inherent challenges therein.
