Добірка наукової літератури з теми "Caregivers Training of Australia Evaluation"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Caregivers Training of Australia Evaluation".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Caregivers Training of Australia Evaluation"
1
Pidgeon, Tanya M., Claire E. Johnson, Leanne Lester, David Currow, Patsy Yates, Samuel F. Allingham, Sonia Bird, and Kathy Eagar. "Perceptions of the care received from Australian palliative care services: A caregiver perspective." Palliative and Supportive Care 16, no. 2 (March 30, 2017): 198–208. http://dx.doi.org/10.1017/s1478951517000177.
Повний текст джерелаАнотація:
ABSTRACTBackground:Caregiver satisfaction and experience surveys help health professionals to understand, measure, and improve the quality of care provided for patients and their families.Objective:Our aim was to explore caregiver perceptions of the care received from Australian specialist palliative care services.Method:Caregivers of patients receiving palliative care in services registered with Australia's Palliative Care Outcomes Collaboration were invited to participate in a caregiver survey. The survey included the FAMCARE–2 and four items from the Ongoing Needs Identification: Caregiver Profile questionnaire.Results:Surveys were completed by 1,592 caregivers from 49 services. Most respondents reported high satisfaction and positive experiences. Caregivers receiving care from community-based palliative care teams were less satisfied with the management of physical symptoms and comfort (odds ratio [OR] = 0.29; 95% confidence interval [CI95%] = 0.14, 0.59), with patient psychological care (OR = 0.56; CI95% = 0.32, 0.98), and with family support (OR = 0.52; CI95% = 0.35, 0.77) than caregivers of patients in an inpatient setting. If aged over 60 years, caregivers were less likely to have their information needs met regarding available support services (OR = 0.98; CI95% = 0.97, 0.98) and carer payments (OR = 0.99; CI95% = 0.98, 1.00). Also, caregivers were less likely to receive adequate information about carer payments if located in an outer regional area (OR = 0.41; CI95% = 0.25, 0.64). With practical training, caregivers receiving care from community services reported inadequate information provision to support them in caring for patients (OR = 0.60; CI95% = 0.45, 0.81).Significance of Results:While our study identified caregivers as having positive and satisfactory experiences across all domains of care, there is room for improvement in the delivery of palliative care across symptom management, as well as patient and caregiver support, especially in community settings. Caregiver surveys can facilitate the identification and evaluation of both patients' and caregivers' experiences, satisfaction, distress, and unmet needs.
2
Schultz, Cynthia L., Kosmas X. Smyrnios, Carolyn F. Grbich, and Noel C. Schultz. "Caring for Family Caregivers in Australia: A Model of Psychoeducational Support." Ageing and Society 13, no. 1 (March 1993): 1–25. http://dx.doi.org/10.1017/s0144686x00000623.
Повний текст джерелаАнотація:
ABSTRACTThe present paper describes and traces the emergence of an innovative psychoeducational model of support for family caregivers of dependent elderly persons, its associated systematic evaluation and leadership training process, provides details of a small group programme and its underlying philosophy, and reports on outcome evaluation research ascertained from both quantitative and qualitative data analyses. Details of these analyses are presented within the context provided by a three-level model of support, which recruits and trains professionals from a range of disciplines to help families in caregiving situations. The 72 treatment and 29 waiting-list control subjects were assessed at pretreatment and at posttest on measures of anxiety and psychological well-being. Statistically significant differences emerged between the treatment and waiting-list control groups on these measures. Positive changes for programme participants were further demonstrated by contextual analysis of evaluative responses. Implications for practitioners, educators, and policy specialists, as well as for research and programme development are discussed.
3
Aoun, Samar M., Julian Abel, Bruce Rumbold, Kate Cross, Jo Moore, Piari Skeers, and Luc Deliens. "The Compassionate Communities Connectors model for end-of-life care: a community and health service partnership in Western Australia." Palliative Care and Social Practice 14 (January 2020): 263235242093513. http://dx.doi.org/10.1177/2632352420935130.
Повний текст джерелаАнотація:
Background: There is an international drive towards increasing provision of community-led models of social and practical support for people living with advanced illness. Aim: This feasibility project aims to develop, implement and evaluate a model of community volunteers, identified as Compassionate Communities Connectors, to support people living with advanced life limiting illnesses/palliative care needs. The aims also include the development and evaluation of a training programme for volunteers and assessment of the feasibility, acceptability and preliminary effectiveness of this model of care. Methods: The approach seeks to map and mobilise people’s personal networks of care through the Connectors enlisting Caring Helpers (community volunteers). Up to 10 Connectors will be trained to work with at least 30 families selected by the palliative care service as requiring support. The primary outcome is the effect of the intervention on social connectedness. Secondary outcomes are the intervention’s effect on unplanned hospital utilisation, caregiver support needs, advance care plans and satisfaction with intervention for patients/carers, volunteers and service providers. Conclusion: It is expected that this intervention will enhance patient, carer and family social, psychological and practical support and reduce the need for dying people to be admitted to a hospital.
4
Armstrong, Elizabeth, Juli Coffin, Deborah Hersh, Judith M. Katzenellenbogen, Sandra Thompson, Leon Flicker, Meaghan McAllister, et al. "Healing Right Way: study protocol for a stepped wedge cluster randomised controlled trial to enhance rehabilitation services and improve quality of life in Aboriginal Australians after brain injury." BMJ Open 11, no. 9 (September 2021): e045898. http://dx.doi.org/10.1136/bmjopen-2020-045898.
Повний текст джерелаАнотація:
IntroductionDespite higher incidence of brain injury among Aboriginal compared with non-Aboriginal Australians, suboptimal engagement exists between rehabilitation services and Aboriginal brain injury survivors. Aboriginal patients often feel culturally insecure in hospital and navigation of services post discharge is complex. Health professionals report feeling ill-equipped working with Aboriginal patients. This study will test the impact of a research-informed culturally secure intervention model for Aboriginal people with brain injury.Methods and analysisDesign: Stepped wedge cluster randomised control trial design; intervention sequentially introduced at four pairs of healthcare sites across Western Australia at 26-week intervals.Recruitment: Aboriginal participants aged ≥18 years within 4 weeks of an acute stroke or traumatic brain injury.Intervention: (1) Cultural security training for hospital staff and (2) local, trial-specific, Aboriginal Brain Injury Coordinators supporting participants.Primary outcome: Quality-of-life using EuroQOL-5D-3L (European Quality of Life scale, five dimensions, three severity levels) Visual Analogue Scale score at 26 weeks post injury. Recruitment of 312 participants is estimated to detect a difference of 15 points with 80% power at the 5% significance level. A linear mixed model will be used to assess the between-condition difference.Secondary outcome measures: Modified Rankin Scale, Functional Independence Measure, Modified Caregiver Strain Index, Hospital Anxiety and Depression Scale at 12 and 26 weeks post injury, rehabilitation occasions of service received, hospital compliance with minimum care processes by 26 weeks post injury, acceptability of Intervention Package, feasibility of Aboriginal Brain Injury Coordinator role.Evaluations: An economic evaluation will determine the potential cost-effectiveness of the intervention. Process evaluation will document fidelity to study processes and capture changing contexts including barriers to intervention implementation and acceptability/feasibility of the intervention through participant questionnaires at 12 and 26 weeks.Ethics and disseminationThe study has approvals from Aboriginal, university and health services human research ethics committees. Findings will be disseminated through stakeholder reports, participant workshops, peer-reviewed journal articles and conference papers.Trial registration numberACTRN12618000139279.
5
Liu, Mandong, Jinli Wu, Geng Zhang, and Iris Chi. "A BODY-MIND-SPIRIT CAREGIVER SELF-MANAGEMENT PROGRAM FOR CHINESE AMERICANS: PROGRAM DESIGN." Innovation in Aging 3, Supplement_1 (November 2019): S546. http://dx.doi.org/10.1093/geroni/igz038.2011.
Повний текст джерелаАнотація:
Abstract The aging society presents a growing demand for formal and informal caregivers. Literature review reveals that cultural practices and immigration challenges compound the caregiving burden in Chinese American caregivers. The team designed a culturally sensitive and linguistically appropriate training program targeting the overall well-being of Chinese caregivers. The intervention pivots on the Body-Mind-Sprit model, a health model rooted in Chinese traditional philosophies and integrating three components into an inseparable unity. We designed the in-person training to be four 3-hour sessions and incorporated modalities, which include mini lectures, skill training, discussion, exercise videos, homework activities, and a website. We pilot tested the intervention among 11 Chinese caregivers, followed by two focus group discussions and formative evaluation. Participants provided positive feedback in program evaluation survey, while analysis of focus group revealed three major topics: program benefits, barriers to receiving training and applying its content, and suggestions.
6
Guerrero, Lourdes R., Regina Richter Lagha, Amy Shim, Daphna Gans, Heather Schickedanz, Lisa Shiner, and Zaldy Tan. "Geriatric Workforce Development for the Underserved: Using RCQI Methodology to Evaluate the Training of IHSS Caregivers." Journal of Applied Gerontology 39, no. 7 (June 5, 2018): 770–77. http://dx.doi.org/10.1177/0733464818780635.
Повний текст джерелаАнотація:
Caregivers play an important role in the in-home care of community dwelling older adults living with Alzheimer’s disease or related dementias (ADRD); however, many of these caregivers lack training in caring for this vulnerable population. In 2015, we developed and implemented an interactive, community-based, knowledge and skills-based training program for In-Home Supportive Services (IHSS) caregivers. This report shares the results of a process evaluation of this training program as it evolved over the course of three training sessions in Riverside County, California. Our iterative evaluation process reveals the unique needs of training and assessing a population of demographically diverse adult learners and provides guidance for those planning to implement similar training in underserved communities. Factors such as reliance on self-reported abilities, language readability level, and test anxiety may have confounded attempts to capture learner feedback and actual knowledge gains from our caregiver training program.
7
de l'Etoile, Shannon K. "An In-Service Training Program in Music for Child-Care Personnel Working with Infants and Toddlers." Journal of Research in Music Education 49, no. 1 (April 2001): 6–20. http://dx.doi.org/10.2307/3345806.
Повний текст джерелаАнотація:
The purpose of this study was to develop, implement, and evaluate an in-service training program in music for child-care personnel working with infants and toddlers. Results of a needs assessment determined that most child-care centers offer music activities and that caregivers would be interested in receiving training. Training materials were developed, pilot-tested, and revised. For the final training program, caregivers in a university-based child-care program attended three in-service training sessions. Evaluation of the program revealed that caregivers made significant improvements in their attitude toward and knowledge about music activities for young children. Additionally, caregivers increased their use of 9 out of 11 behaviors considered necessary for successful music activity implementation. The children in their care also increased the amount of time they were visually, vocally, and physically engaged during music activities. These results suggest that a music training program can benefit both caregivers and children.
8
Powers, Sara, Rachel Cannon, David Bass, Lauren Pongan, Ocean Le, and Nina Darby. "CARING FOR THOSE WHO CARE: EVALUATION OF A COMPREHENSIVE CULTURAL COMPETENCY TRAINING CURRICULUM." Innovation in Aging 6, Supplement_1 (November 1, 2022): 634–35. http://dx.doi.org/10.1093/geroni/igac059.2352.
Повний текст джерелаАнотація:
Abstract By 2030, nearly 3 in 10 older Americans will identify as a member of a diverse or underrepresented group. To better support diverse, aging communities and help professionals meet the growing needs of family and friend caregivers, the Diverse Elders Coalition developed a comprehensive cultural competency training curriculum that, in the first year of development, engaged over 2,500 healthcare and social service providers. To evaluate the short and long-term impact of the training curriculum, this paper focuses on two types of anonymous evaluations that were electronically distributed to training attendees: 1) Subjective knowledge post-tests (n=162), and 2) 3-month post-training follow-ups (n=232). Majority of participants identified as female, White/Caucasian, and earned at least a college degree. Upon completion of the trainings, participants reported improved subjective knowledge about diverse communities, more confidence and preparedness to meet diverse caregivers’ needs, and also indicated that because of the training they would engage in a variety of diversity related actions (e.g., use more inclusive language, share training resources with colleagues, attend additional diversity trainings). At the 3-month follow-up, 91.8% of respondents reported they engaged in two or more diversity related actions since attending the training. Respondents (73.8%) also indicated that their organization engaged in one or more diversity-related actions since attending the training (e.g., provided staff additional diversity-related trainings, translated materials). Discussion will focus on ways to improve healthcare and social service providers’ advocacy efforts and awareness surrounding the needs of older adults and caregivers from diverse communities.
9
Gibbs, Anita. "An evidence-based training and support course for caregivers of children with foetal alcohol spectrum disorder (FASD) in New Zealand." Advances in Dual Diagnosis 12, no. 1/2 (February 18, 2019): 73–84. http://dx.doi.org/10.1108/add-10-2018-0013.
Повний текст джерелаАнотація:
PurposeThe purpose of this paper is to outline the development of an evidence-based training and support course for caregivers of children with foetal alcohol spectrum disorder (FASD) in New Zealand, and a brief evaluation undertaken. The seven-week caregiver training course takes an empowerment and advocacy orientation, and the aim is to assist caregivers who are caring for children with, or suspected to have FASD, develop greater resilience and strategies to help their families live successfully with impairments in a disabling society.Design/methodology/approachA total of 13 parents and caregivers received a seven times two-hour weekly group programme of talks, exercises and case study discussions focused on the following objectives: an increased knowledge of FASD; an increased knowledge of successful strategies and interventions that can be used to help families; and having an opportunity to foster strong peer-support relationships with others who share the lived experience of FASD. A brief interview-based evaluation was undertaken to ascertain caregivers’ views of the course, its benefits and limitations.FindingsCaregivers valued both the content and process of the training course. They highlighted that strength of the training was the delivery by experienced, professionally trained caregivers of children with FASD. They valued the opportunity to spend time with peers in similar circumstances who understood the challenges of parenting a child with FASD.Originality/valueA short evidence-based specialist training course for parents and caregivers with an empowerment and peer-support orientation is beneficial to parenting children with FASD.
10
Awan, Boshra, Suzanne Wicks, and Amy E. Peden. "A qualitative examination of causal factors and parent/caregiver experiences of non-fatal drowning-related hospitalisations of children aged 0–16 years." PLOS ONE 17, no. 11 (November 23, 2022): e0276374. http://dx.doi.org/10.1371/journal.pone.0276374.
Повний текст джерелаАнотація:
Fatal and non-fatal drowning is a significant public health issue, which disproportionately impacts children and young people. In Australia, the highest fatal and non-fatal drowning rates occur in children under five years of age. To date, little qualitative research has been conducted on non-fatal drowning, with causal factor analysis generally conducted using coronial and hospital data. This study’s aim was to identify causal factors in hospital treated cases of non-fatal drowning in children as qualitatively self-reported by parents and caregivers. Cases of unintentional child (0–16 years) non-fatal drowning admissions and Emergency Department presentations to three tertiary care paediatric hospitals in New South Wales, Australia were identified via International Classification of Diseases (ICD) coding. Parents and caregivers of drowning patients were invited to participate in a semi-structured interview. Data were thematically coded using an inductive approach, with a focus on causal factors and recommendations for preventive approaches. Of 169 incidents, 86 parents/caregivers were interviewed. Children hospitalised for drowning were more often male (59.3%), aged 0–4 years (79.1%) and 30.2% were from household who spoke a language other than English. Qualitative incident descriptions were coded to five themes: lapse of supervision, unintended access (commonly in home swimming pools), brief immersion (usually young children bathing), falls into water and ongoing impacts. Drowning prevention recommendations were grouped under supervision, pool barriers and maintenance, cardiopulmonary resuscitation (CPR) training and emergency response, drowning is quick and silent, and learning swimming. Parents and caregivers of young children require ongoing education regarding supervision distractions and pool barrier compliance. Additional challenges are faced by those in rental properties with pools, parents/caregivers who cannot swim, and parents/caregivers from culturally and linguistically diverse backgrounds. Affordable, accessible, and culturally appropriate swimming lessons, water safety education and CPR training should be made more available for adult caregivers, particularly in languages other than English.
Дисертації з теми "Caregivers Training of Australia Evaluation"
1
Poerio, Loretta. "An evaluation of police training in handling domestic violence situations." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PM/09pmp745.pdf.
Повний текст джерела
2
Pleasant, Michelle L. "Improving Dementia Care through Online Training Programs: A Systematic Review and Evaluation." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6745.
Повний текст джерелаАнотація:
Over the next thirty years, Alzheimer’s disease rates will increase alongside global aging. To handle the anticipated increase in demand, knowledgeable and skilled dementia caregivers are in need throughout the long-term care spectrum. Online training programs have emerged as a viable and convenient platform to educate both formal and informal caregivers. The first and second study systematically reviewed online dementia training programs and evaluated the CARES® Dementia Basics Training Program among formal and informal caregivers.
The first study is a systematic review of online dementia-based training programs for both formal and informal caregivers conducted using the Preferred Reporting Items for Systematic Reviews (PRISMA) method. Methodological quality of the final sample (N=15) was assessed by the Cochrane Collaboration Back Review Group criteria. Results of the systematic review suggests that online interventions improve the condition and preparedness of caregivers, but future evaluations should consider study designs with multiple time points, control groups, and content that is personalized and interactive.
In the second study, an evaluation of the online CARES® Dementia Basics Program among formal and informal caregivers was performed. The sample (N=233) included respondents from the states of OR, WA, CA and IL over three time points. Results indicate baseline differences in education, race, and caregiver type and a modest improvement in knowledge among both formal and informal caregivers. Recommendations are provided for future development and evaluation of online interventions.
3
November, Karen. "Evaluation of a play therapy training programme for youth facilitators of a returned exile children's group." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51750.
Повний текст джерелаАнотація:
Thesis (MA)--Stellenbosch University, 2000.ENGLISH ABSTRACT: This study was aimed at evaluating the effectiveness of a play therapy training programme for youth facilitators of a returned exile children's group. The effectiveness was evaluated qualitatively by using participant observation to determine whether the facilitators were able to assess the difficulties of these children and implement the techniques of play therapy to address these difficulties. Literature was used as a general guideline to determine the criteria needed for lay play therapists dealing with specifically traumatized children. It was found that most facilitators experienced difficulty in assessing aggression, withdrawal, nightmares excessive shyness and thumb sucking as symptoms of difficult behaviour. They were, however, able to recognize more explicit symptoms like fearful behaviour and excessive clinging behaviour accurately. The majority used drawings and observations rather than interviews and history taking as assessment strategies. Mutual storytelling, painting and unstructured play were the primary means of intervention used. It was concluded that although difficulty with assessing age appropriate behaviour was present, the facilitators succeeded in using non-threatening therapeutic techniques to address difficult behaviours in children. In the classification of Overall Communication the facilitators performed quite well. They excelled at listening, understanding and empathy skills. The programme thus succeeded in providing necessary skills, but can be improved structurally to make these skills more accessible.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die doeltreffendheid van 'n opleidingsprogram in spelterapie vir jeugdiges as fasiliteerdes van kindergroepe vir teruggekeerde bannelinge te evalueer. Deelnemende waarneming is as kwalitatiewe maatstaf gebruik om die doeltreffendheid van die program te meet. Daar word gekyk na die fasiliteerder se vermoë om die kinders se probleemareas te identifiseer en om spelterapietegnieke te implementeer wat hierdie probleme aanspreek. Verder word relevante literatuur gebruik as kriteria vir leke-spelterapeute wat werk met spesifieke getraumatiseerde kinders. Die resultate van die onderhawige studie wys dat fasiliteerders dit moeilik gevind het om simptome soos aggressie, onttrekkingsgedrag, nagmerries, uitermatige skaamheid en duimsuig te identifiseer as probleemareas. Hulle het dit wel moontlik gevind om meer voor die handliggende simptome soos vreesbevange gedrag en oormatige klouerigheid akkuraat te herken. Die meerderheid fasiliteerders het gebruik gemaak van tekeninge en waarnemings vir identifisering van probleemareas eerder as onderhoudsvoering en die insameling van agtergrondsgeskiedenis. Die spelterapietegnieke wat die meeste gebruik was, is die gesamentlike vertel van stories, verf en ongestruktureerde spel. Ten slotte is gevind dat, alhoewel die fasiliteerders gesukkel het om ouderdomsgepaste gedrag te identifiseer, hulle daarin geslaag het om nie-bedreigende terapeutiese tegnieke aan te wend om sodoende probleemgedrag aan te spreek. In die klassifikasie van Oorkoepelende Kommunikasie, het die fasiliteerders uitgeblink in veral luister- begrips- en empatievaardighede. Die program slaag dus daarin om vaardighede beskikbaar te stel, maar sou struktureel verbeter kan word om hierdie vaardighede meer toeganklik te maak.
4
Fontaine, Samuel G. "An evaluation of the orientation program for newly appointed Catholic primary principals." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1054.
Повний текст джерелаАнотація:
The structure and operation of Catholic schools in Western Australia have been in a process of change since the early 1970’s. Prior to 1971, most Catholic primary schools were administered by religious orders and much of the religious character of the school reflected the charisma of the particular religious order that operated the school. In the Year 2000 most Catholic primary schools former part of a state-wide system in which the Catholic Education Office (CEO) plays a major administrative and co-ordinating role.
5
Shivers, Audrey H. "Development and Evaluation of a Large-scale Pyramidal Staff Training Program for Behavior Management." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700014/.
Повний текст джерелаАнотація:
Training and empirically evaluating caregivers’ implementation of behavior management skills is a particularly challenging task in large residential contexts. A pyramidal training approach provides an efficient and effective way to conduct large-scale competency-based behavior skills training. The purpose of this project was to develop and evaluate a large-scale pyramidal staff training program for behavior management skills. One hundred nine caregivers and 11 behavior service professionals at a large, residential care facility participated in this project. Interobserver agreement was utilized to develop and refine measurements systems to detect caregiver acquisition of skills, behavior service professionals’ ability to score caregiver performance and behavior service professionals’ ability to deliver a specified portion of the curriculum. Pre- and post-test probes were conducted utilizing standard role play scenarios and checklists to evaluate caregiver acquisition of three specific behavior management skills. The results supported the following conclusions: first, interobserver agreement measures were useful to develop a reliable measurement system, to refine some curriculum elements, and to evaluate measurement conducted by behavior service professionals. Second, behavior skills training (BST) resulted in caregiver acquisition of all three behavior management techniques. Third, the pyramidal training approach was effective to teach behavior service professionals to deliver BST and accurately measure the performances of trainees.
6
Dempsey, Mairead. "Impacts of the changing nature of the Vocational Education and Training (VET) system on educators within the VET system in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/586.
Повний текст джерелаАнотація:
Vocational Education and Training (VET) in Australia has experienced an unprecedented rate of change in recent times dominated by economic discourses that point to the need for the VET system to contribute to economic development. This discourse includes increasing the competence of the present and future workforce to meet the emerging needs of the economy so Australia can compete in the global market. The VET sector in Australia operates within a National Training Framework that has been constantly changing over the past decade.
This study considered the impact of the changing nature VET policy on trainers of VET. The study explored the proposition that there is a link between VET trainer competency and a high level of non-compliance in the delivery and assessment aspects of the Australian regulatory standards.
This study includes an environmental scan, a review of key literature, interviews, a survey and findings from focus groups that relate to the VET trainer profile, impacts of sector changes and benchmarks for trainers of VET. The study draws on both quantitative and qualitative data to determine some of the impacts of policy changes on trainers operating within the system, from regulatory to operational perspectives.
This study identifies a basic profile of VET trainers in Australia. It found the pace of change of government policy, regulatory changes, expectations of industry and changes in learners had placed considerable strain on VET providers and their trainers. Some of the challenges identified by trainers included the capacity to reflect the requirements of National Training Packages and meets the needs of the diverse learner’s, and the use of new technology. They identified increased stress levels and pressure of time constraints to produce results.
The evidence indicated the disparity of content, delivery and assessment and modes of the benchmark Certificate IV in Training and Assessment was not conducive to consistency in trainer competency and ability to meet the changing needs of the VET environment.
An important conclusion was that the benchmark qualification for training and assessment within the VET sector does not provide sufficient skills and knowledge to enable trainers to confidently adjust to the speed of evolution within the VET sector. The findings led to recommendations that may help to inform government and policy makers who hold responsibility for the VET sector in Australia of possible future considerations in relation to trainers of VET.
7
Skelton, Evan Ann. "Acquisition of a Social Problem Solving Method by Caregivers in the Foster Care System: Evaluation and Implications." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5127.
Повний текст джерелаАнотація:
All youth are faced with many social issues and problems on a daily basis, and youth in foster care are often less equipped than their peers to make good decisions for themselves. The SODAS problem solving method is a component of the Transition to Independence Process (TIP) model and is intended for personnel to use with youth to help them make better decisions when faced with difficult situations. The SODAS method is designed to guide youth through a problem solving method for a current situation, and over time to acquire improved problem solving skills. Three caregivers at a group facility for youth in foster care were trained in the use of the SODAS method using Behavioral Skills Training (BST) and were evaluated by the researchers in their use of SODAS in simulated role plays with the researchers and with youth participants to test for generalization of the SODAS method to novel situations. Results showed substantial improvement of caregiver application of the steps on the SODAS method from baseline to the post-training condition when researchers simulated the youth's role. Results also showed that caregiver proficiency generalized to novel situations presented by youth participants during their role play probes.
8
Chalmers, Ronald F. "An evaluation of the deputy principals' leadership development program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1133.
Повний текст джерелаАнотація:
The Deputy Principals' Leadership Development Program (DPLDP) was researched and developed by the Calgary Board of Education from 1983 to 1987. It was conducted for the first time in Western Australia when deputy principals from schools in the Narrogin Education District participated in the program during the period 1989-91. This study is an evaluation of the DPLDP. It was designed to determine whether there is justification for the continued use of the program as a means of enhancing the instructional leadership capacities of deputy principals in the Narrogin Education District. This research is located within the naturalistic paradigm. It can best be described as a qualitative case study based mainly upon ethnographic methods of data collection. The organisation and analysis of the data, however, was structured largely by utilising Stufflebeam's CIPP (context, input, process, product) framework of program evaluation and a typology of instructional leadership developed from a review of the literature. This typology presents instructional leadership as a process based on three components: vision, information and action. The data for this evaluation was collected during a twenty two month period between April 1989 and November 1990. A variety of data gathering techniques was used. In depth, semi-structured interviews and participant observations generated most of the data. Document analysis and unstructured, informal interactions provided supplementary material. Data validation formed an integral component of the research design. A thorough and wide-ranging validation process involving the participants was utilized to check the accuracy and relevance of the research findings. The major conclusions of the study, that emerged within the CIPP framework of program evaluation and the typology of instructional leadership, were: 1. Participation in the DPLDP leads deputy principals to examine their role in schools, and builds a commitment to their role as instructional leaders. 2. The DPLDP has the potential, more than other available programs examined, to meet the professional development needs of deputy principals in key areas associated with instructional leadership. 3. Collegial support is the single most important element of the DPLDP for the development of deputy principals as instructional leaders. 4. The DPLDP can be implemented successfully in the Narrogin Education without significant modifications. Based on these results, and other subsidiary findings of the study, it was concluded that, on balance, there is justification for the continuation of the DPLDP in the Narrogin Education District.
9
Hutton, Heidi C. "Evaluation of the outcomes for students undertaking an externally provided physical activity programme." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0166.
Повний текст джерелаАнотація:
[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.
10
Bradshaw, Beverley. "An evaluation of a workshop on pain assessment and management for nurses." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1149.
Повний текст джерелаАнотація:
The purpose of this study was to assess nurses’ knowledge of pain assessment and management, examine what change occurred immediately following a pain assessment and management workshop and examine whether any changes were retained one month later. Chin and Benne’s theory of change provided the theoretical framework for this study. Their approach to planned change involves assessing the existing structure, formulating and implementing a plan to change that structure, then evaluating the change. The following hypothesis was formulated for investigation: That nurses’ knowledge of pain assessment and management would increase after a workshop on the subject and be retained over one month. Based on the assumption that nurses’ demographic characteristics can influence their styles of learning and ability to disseminate knowledge, this study also examined whether changes in nurses’ knowledge were related to their demographic characteristics. To analyse this, the following were examined in relation to nurses’ knowledge of pain assessment and management: age, years of nursing, area of employment, level of practice, level of education and previous education in pain management. The design for this study was a one-group pretest-posttest-follow-up design. The subjects were 67 Registered and State Enrolled Nurses from country hospitals in Western Australia, involved in direct patient care, who voluntarily attended a pain assessment and management workshop. A questionnaire was adapted by the researcher and an expert nurse to measure nurses' knowledge. The results of the study support the main hypothesis that the workshop significantly increased nurses' pain assessment and management knowledge (ᵽ < .001), and that this knowledge was retained one month later. The remaining hypotheses related to demographic characteristics were not supported by this study (p > .05) with the following exceptions: Level Two Clinical Nurses (CNs) had more knowledge on the pretest, gained and retained more knowledge on the posttest and follow-up test than State Enrolled Nurses (ENs). Level One Registered Nurses (RNs) retained more knowledge on the follow-up test than ENs. In this study, each item on the questionnaire was analysed for each test. The value of this analysis was that it served to highlight where there was acceptance of or resistance to change in nurses' knowledge of pain assessment and management. Although generalisation of these results is inappropriate due to the convenience sample used, they support the opinion that a one day educational workshop can improve nurses' knowledge of pain assessment and management, and embrace the need for continued education related to this subject. An implication for nursing practice is that when nurses are prepared to learn new knowledge and change outdated concepts with the aim of improving patient care, this knowledge can be gained in relatively short courses of study.
Книги з теми "Caregivers Training of Australia Evaluation"
1
Care, New Jersey Advisory Council on Elder. Public hearing before New Jersey Advisory Council on Elder Care: Testimony concerning health care and caregiving for the elderly. Trenton, N.J: The Unit, 1998.
Знайти повний текст джерела
2
Bloom, Paula Jorde. Blueprint for Action: Achieving Center-Based Change through Staff Development. [S.l.]: Distributed by ERIC Clearinghouse, 1991.
Знайти повний текст джерела
3
I servizi residenziali per gli anziani e i problemi della qualità: Un approccio europeo. Milano: FrancoAngeli, 2000.
Знайти повний текст джерела
4
Blueprint for Action: Leading Your Team in Continuous Quality Improvement. New Horizons, 2015.
Знайти повний текст джерела
5
Detering, Karen, and Josephine Clayton. Advance care planning in Australia. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198802136.003.0018.
Повний текст джерелаАнотація:
For some time, there have been significant efforts in Australia aimed at increasing the uptake of advance care planning (ACP) by the population, health care and aged care workers, and health and care systems. This has included the development of a national framework for advance care directives, a national palliative care framework, and some funding to support implementation projects and evaluation of these. Programmes have occurred in hospitals, primary care, aged care services, and in the community. There has also been a focus on education of staff across these settings. Despite this, prevalence of ACP and advance care directives remains low. There remains lack of national legislation regarding advance care directives, and poor understanding of ACP amongst the population and professionals. Much of the early implementation has focused on staff training in facilitating ACP discussion. More recently newer models of ACP implementation are occurring.
Частини книг з теми "Caregivers Training of Australia Evaluation"
1
Shen, Chen. "Implementation and evaluation of training programmes." In Training Teachers of Chinese in Australia, 138–62. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175957-7.
Повний текст джерела
2
Shen, Chen. "Implementation and evaluation of training programmes." In Training Teachers of Chinese in Australia, 138–62. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175957-7.
Повний текст джерела
3
Giannaki, Maria, Parisis Gallos, Joseph Liaskos, Spyros Zogas, and John Mantas. "An Online Tool to Inform and Educate Caregivers on Amyotrophic Lateral Sclerosis (ALS)." In Studies in Health Technology and Informatics. IOS Press, 2021. http://dx.doi.org/10.3233/shti210254.
Повний текст джерелаАнотація:
Amyotrophic Lateral Sclerosis (ALS) is the most common Motor Neuron Disease. This paper presents the design, development, and evaluation of an online tool that provides information and training materials to caregivers about ALS, to promote health care and quality of life of patients. To collect the appropriate content, a literature review was conducted, and a Content Management System (CMS) was used for the development of the tool. For its evaluation, reliability, acceptance, effectiveness and usefulness were examined through semi-structured interviews. The online tool was positively evaluated by the caregivers, who participated in the evaluation process.
4
Lettry, Emilie, Frederic Ehrler, and Nicolas Szilas. "A Tutorial for an Interactive Narrative Simulation for Alzheimer’s Disease’s Caregivers: Development and Evaluation." In Studies in Health Technology and Informatics. IOS Press, 2021. http://dx.doi.org/10.3233/shti210300.
Повний текст джерелаАнотація:
Alzheimer Care Trainer (ACT) is an interactive narrative simulation for caregivers of patients with Alzheimer’s disease. It aims to support family caregivers by letting them practice difficult situations of daily life in a training environment. In order to ensure its accessibility to its target audience, which may be unfamiliar with new technologies, we have created a tutorial. The aim of the tutorial is to teach users the main mechanics of the simulation. Considered to be an introductory level to ACT, it is built in 2 parts, a dirigiste first part and an exploratory, second part. Several tutorial elements, such as context-sensitive information or a help page, have been integrated. The evaluation of the tutorial by 14 participants revealed that interaction mechanics were well understood although the state of the visual element remains confusing. Generated positive affects were stronger than the negative ones and most of the participants were confident to play the game after the tutorial. Ensuring accessibility to all populations is essential especially when targeting seniors. A well-conceived tutorial has the potential to familiarize users with our intervention, reducing the risk of excluding people that could benefit from it.
5
Beaumont, Renae, Sharon Hinton, and Kate Sofronoff. "The Secret Agent Society." In Computer-Mediated Learning for Workforce Development, 22–40. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4111-0.ch002.
Повний текст джерелаАнотація:
In recent years, there has been a worldwide commitment to integrating technology into classrooms to train students in the computer skills they will need to be workforce ready. This chapter provides an overview of the Secret Agent Society – Whole of Class Project: a randomized controlled trial of a gaming-based social skills training curriculum that was conducted in Grade 5 classrooms throughout Australia. The chapter explores the content, structure, and delivery format of the social skills program, together with the design and implementation of an online teacher training course to accompany it. Teacher feedback on the online teacher training course is presented, together with recommendations for enhancing the design, implementation, and evaluation of future online professional development courses for school staff.
6
Compton, Michael T., and Beth Broussard. "Finding Specialized Programs for Early Psychosis." In The First Episode of Psychosis. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195372496.003.0024.
Повний текст джерелаАнотація:
Most of the time, people of all different ages and with all sorts of mental illnesses go to the same place to see a doctor, get medicines, or participate in counseling. That is, they go to mental health clinics or the office of a mental health professional that provides treatments for a number of different illnesses. Most young people who have psychosis get their medical care and treatment in a hospital, clinic, or doctor’s office. In these places, the doctors and other mental health professionals may have taken special classes about how to help young people with psychosis, but that may not be their only focus. They may see people with other illnesses too. However, in some places around the world, there are special clinics that are for people in the early stages of psychosis. These types of specialized programs have been developed recently, since the 1990s. These programs have a number of different types of mental health professionals, including psychiatrists, psychologists, nurses, social workers, counselors, and others. In some programs, mental health professionals and doctors in training may rotate through the clinic spending several months at a time training in the clinic. Some programs, like the Early Psychosis Prevention and Intervention Centre (EPPIC) in Melbourne, Victoria, Australia, operate within the framework of a youth health service. Such youth services treat all sorts of mental health issues in young people. Other programs are located primarily in adult mental health facilities. Such programs may offer classes or group meetings just for people who recently developed psychosis and other classes or group meetings especially for the families of these young people. Typically, these programs provide someone with 2–3 years of treatment. They usually do a full evaluation of the patient every few months and keep track of how he or she is doing. If the patient needs more care afterwards, they help him or her find another program for longer-term care. In this chapter, we list some of these clinics located in various parts of the world and describe what these specialized early psychosis programs provide.
Тези доповідей конференцій з теми "Caregivers Training of Australia Evaluation"
1
-Pierre Zana, Jean. "Standards and Cross-Organization of Work: Two Useful Tools for A Prevention of Manual Handling of Patients in the Healthcare Sector." In Applied Human Factors and Ergonomics Conference. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe100471.
Повний текст джерелаАнотація:
Preventive responses most often made to caregivers are too often "gestures and postures training" type to reduce these occupational hazards. Taking the party to focus on manual handling of patients (MMP), it seemed appropriate to revisit prevention measures being implemented by combining the results of international standardization and reflections on the organization of work. The approach described above has found its place in the training actions in applied ergonomics and prevention of risks related to physical activity for caregivers and their management. The objective is to convey to employees, tools for evaluation of work situations, adapted to their activity for taking into account the ergonomics for reducing the risk occurrence of MSDs. Such an approach fit into the development of working group and the cross disciplinary organizations.
Звіти організацій з теми "Caregivers Training of Australia Evaluation"
1
Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
Повний текст джерелаАнотація:
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
2
McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.
Повний текст джерелаАнотація:
Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.