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.

This concludes the presentation on Teaching Nurses To Teach – a demonstration of ‘Scaling Up’ of the health system workforce and meeting one of United Nations' Sustainable Development Goals.

Thank you for your interest. Rosemary Goodyear Ed. D., APRN, FAANP

Nurse Consultant Associates