Abstract
Objective:To evaluate the effect of educational intervention that improves the practice and confidence of nurse educators. In Japan, the Basic Plan to Promote Cancer Control Programs was formulated in 2007 to focus on training medical staff specializing in care of cancer patients. However, there are no specific guidelines for conducting a training program for medical staff. Thus, we created training sessions for nurse educators who run workshops in their institutions. In this study to evaluate the effectiveness of an educational intervention involving the nurse educators that aimed to improve their quality of conducting a workshop for nurses taking care of cancer patients, the ultimate aim of the intervention was to improve the quality of care for cancer patients.
Methods:The educational intervention consisted of a lecture and a group‒work activity in twodays, with a pre‒survey, post‒survey and a 6 months follow‒up survey. The outcome measures were the self‒reported practices about 19 items in the 3 domains of “planning”, “implementation” and “evaluation” of the education process(Cronbach’s α:0.72~0.87) and confidence in planning, implementation and evaluation(4 items, Cronbach’s α:0.93). A total 102 subjects participated in this study.
Results:All participants completed a pre‒survey and post‒survey, and 94 participants completed a 6 months follow‒up survey. About half of the participants had less than two years’ experience of organizing educational programs in their institution. The self‒reported practices domain score for “training evaluation” including evaluating learning achievement and setting evaluation standards significantly increased from 19.4 to 21.7(p=0.004, effect size=0.43), and the confidence score for development and running of a training session significantly increased from 8.2 to 12.6 soon after training and 10.3 at six months later(p<0.001, effect size=0.50).
Conclusion:Based on self-reporting by participants, the training program improved the practice and confidence of nurse educators. The results suggested that the educational intervention was an effective tool to enable participants to conduct better workshops.
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