Evaluation of the effectiveness of written communication training of a public higher education institution using the Kirkpatrick model

BACKGROUND@#This study aims to evaluate the effectiveness of the “Effective Written Communication Training” provided among 16 UP Manila administrative employees following Kirkpatrick's training evaluation model.@*OBJECTIVES@#This study specifically examines the reaction of the employees to the training program (Level 1), changes in the level of learning (Level 2), and transfer of training in the workplace or behavioral changes (Level 3).@*METHODOLOGY@#The study used a cross-sectional design, and the primary data was collected through survey questionnaires, a pretest, and a posttest. For the Level 1 evaluation, a training assessment survey was given to the participants. For the Level 2 evaluation, tests were given to the participants before and after the conduct of the training program. For the Level 3 evaluation, a survey questionnaire was given to the participants and their immediate supervisor five months after the end of the training.@*RESULTS@#The Level 1 results showed that the participants' overall reaction to the training was Excellent in terms of training design, facilitation, resource speaker/facilitator, and overall experience. For the Level 2 evaluation, results showed that there is a significant change (t(15)=11.32, ρ<0.05) in the participants' learning about written communication, as shown in the difference between the pretest (M=16.56, SD=3.01) and posttest scores (M=20.25, SD=2.49). Results of the Level 3 evaluation showed that written communication competencies have been applied to the workplace. Employees confidently compose written correspondences, construct formal and official letters, and relay queries using a more appropriate choice of words, which the participants' supervisors also observed.@*CONCLUSION@#Overall, the training program was found to be effective in improving the participants' written communication skills, following Kirkpatrick's training evaluation model.

Construcción de una escala de autoeficacia para comunicación oral y escrita dentro de entornos laborales en futuros egresados / Construction of a self-efficacy scale for oral and written communication in work environments in future graduates

Resumen El mercado laboral requiere de futuros trabajadores con buen desarrollo de competencias transversales como la Comunicación Oral y Escrita para el trabajo. Relacionado con esto, la categoría de auto-eficacia es relevante, pues constituye un factor decisivo para que un individuo logre sus metas, siendo entonces necesario evaluarla para dicha competencia en futuros egresados. Con este fin se diseñó, validó y evaluó la confiabilidad de una escala (n=443). Para la de validez de contenido se utilizó el método CVI y para la consistencia interna el método de división por mitades así como el coeficiente alfa de Cronbach. Finalmente se aplicó un análisis factorial para la validez de constructo. Se obtuvieron niveles altos de CVI (0.87) y consistencia interna (R=0.97, α=0.95) así como cuatro factores que explican el 66 % de la varianza total. Concluyendo que el instrumento es válido y confiable para medir auto-eficacia para la comunicación oral y escrita en entornos laborales en futuros egresados.

Abstract The labor market needs future workers with adequate levels of transversal skills such as Oral and Written Communication for the job. In this regard, the category of self-efficacy becomes relevant, since it constitutes a decisive factor for an individual to achieve his goals, being then necessary to evaluate this competence in future graduates. To this end, a scale was designed, validated and evaluated for reliability (n=443). For content validity the CVI method was used and for internal consistency the method of division by halves was used as well as Cronbach's alpha coefficient. Finally, a factor analysis was applied for construct validity. High levels of CVI (0.87) and internal consistency (R=0.97, α=0.95) were obtained, as well as four factors that explain 66% of the total variance. We conclude that the instrument is valid and reliable to measure self-efficacy for oral and written communication in work environments in future graduates.

Fortalezas y debilidades presentes en el desarrollo de las habilidades en comunicación escrita en español, en alumnos de pregrado de Enfermería, desde la perspectiva del estudiante / Strengths and Weaknesses Present in the Improvement of Writing Expression Skills in Spanish, in Undergraduate Nursing Students, from the Students' Perspective

Introducción: La enseñanza y aprendizaje de la escritura requiere un esfuerzo coordinado entre directivos, docentes y estudiantes. No obstante, la disposición a participar de este último dependerá de si es capaz de identificar sus fortalezas y debilidades en escritura, lo que incidiría en su interés por mejorar o no dicha habilidad. Objetivos: Conocer las fortalezas y debilidades que los estudiantes de pregrado de enfermería identifican en sí mismos para el desarrollo de las habilidades de comunicación escrita en español. Métodos: Estudio descriptivo transversal. Se aplicó encuesta semiestructurada a 261 estudiantes de pregrado de enfermería. Los datos fueron analizados utilizando tablas de frecuencia y contingencia, mediante el software STATAv.14. Resultados: La principal fortaleza que los estudiantes identificaron tener en sí mismos fue la buena ortografía (76,7 por ciento), mientras que la principal debilidad fue la mala organización en la expresión de ideas (45,3 por ciento). Surgió como dificultad importante la falta de tiempo; mientras que, como estrategia de mejora, la revisión de guías. Si bien existió consenso en que la escritura es una habilidad primordial a desarrollar en el individuo, dicha habilidad estuvo condicionada por la capacidad de éste para hacer suya la necesidad de su desarrollo, y, asimismo, se identificó las falencias a mejorar. Si el estudiante confió demasiado en su capacidad para escribir de una forma correcta, difícilmente sintió la necesidad de capacitarse para perfeccionar este saber. Conclusiones: Considerar las fortalezas y debilidades con las que cuenta el estudiante al momento de escribir, permitiría la implementación de un programa de mejora con mejor y mayor impacto(AU)

Introduction: The teaching and learning of writing requires a coordinated effort between managers, teachers and students. However, the willingness to participate in the latter will depend on whether it is able to identify their strengths and weaknesses in writing, which would affect their interest in improving or not improving said ability. Objectives: To know the strengths and weaknesses that undergraduate nursing students identify in themselves for the development of written communication skills in Spanish. Methods: Cross-sectional descriptive study. Semi-structured survey was applied to 261 undergraduate nursing students. The data were analyzed using frequency and contingency tables, using the software STATAv.14. Results: The main strength that students identified in themselves was good spelling (76.7 percent), while the main weakness was poor organization in the expression of ideas (45.3 percent). Lack of time emerged as a major difficulty; while, as an improvement strategy, the revision of guides. Although there was a consensus that writing is a fundamental skill to be developed in the individual, this ability was conditioned by the ability of the individual to make the need for its development his own, and also, the weaknesses to be improved were identified. If the student was too confident in his ability to write correctly, he hardly felt the need to train himself to perfect this knowledge. Conclusions: Considering the strengths and weaknesses that the student has at the time of writing, would allow the implementation of an improvement program with better and greater impact(AU)

A escrita de cartas em psicoterapia de grupos / The writing of letters in group psychotherapy

Esse estudo investigou o uso de conceitos e práticas terapêuticas construcionistas sociais na escrita de cartas em sessões de psicoterapia de grupo. Ele se baseou, especificamente, na ilustração dos procedimentos propostos por Chen para a redação das cartas. Para tanto, foram realizadas 12 sessões grupais, com dez participantes, e utilizadas cartas terapêuticas. Observamos que os procedimentos de linguagem propostos são úteis para a construção de novas narrativas, bem como identificamos a necessidade de procedimentos que visem fortalecer o senso de grupalidade. Concluímos que os procedimentos utilizados oferecem transparência e visibilidade ao modo de redação da carta, além de como um orientador para os interessados em escrever cartas terapêuticas

This study investigated the use of social constructionist concepts and therapeutic practices on the writing of letters in group psychotherapy. It aimed, particularly, to illustrate the use of the procedures proposed by Chen to the writing of letters. 12 group sessions with 10 patients were carried out and therapeutic letters were written. We observed that the proposed language procedures are useful for the construction of new narratives and identified the need for procedures to strengthen the sense of membership in the group. We concluded that those procedures provide transparency and visibility of the specifics of the letter writing, as well as serve as a guide for those interested in writing therapeutic letters

Como conversar sobre nossos pacientes? Formulações: a comunicação escrita de nossas experiências psicanalíticas / How to talk about our patients? Elaborations: written communication on our psychoanalytic experiences / ¿Cómo conversar sobre nuestros pacientes? Fórmulas: la comunicación escrita de nuestras experiencias psicoanalíticas

Entre várias práticas necessárias para a constante formação de um psicanalista, apresento formulações a respeito de como conversar sobre nossos pacientes, especialmente por meio da comunicação escrita. Esta - mediante suas características de imobilidade - envolve riscos de rigidez, classificação e empobrecimento. A importância da comunicação de nossas experiências analíticas, da compreensão de aspectos arcaicos e dimensões subjacentes de nossa mente apontam para complexos limites no alcance de tais especificidades da psicanálise, sem cair em rigor científico - e, em outro extremo, em uma banalização da linguagem. A partir da experiência em redigir sobre uma relação analítica, formulo questões e discuto possibilidades de aproximação entre o experienciado e o escrito. Somada à importância de suportes teóricos, acredito na necessidade de desenvolver o psicanalista sua própria linguagem, única e criativa em cada experiência analítica, a cada momento desta e na maneira de comunicá-la.

Among the various necessary practices for the constant training of a psychoanalyst, I present elaborations on how to talk about patients, especially through written language. Taking into account that written language is characterized by immobility, it implies many risks, such as rigidity, a classification of the experience, and a poor description of it. The importance of communicating our analytical experiences, of understanding archaic aspects and underlying dimensions of the mind, indicate complex limits in reaching such specificities of Psychoanalysis, without resorting, on one hand, to strict scientific language, and on the other hand, to the trivialization of language. Based on my experience in writing about an analytical relationship, I formulate questions and discuss ways to lessen the distance between what has been experienced and what has been described in writing. I believe psychoanalysts must develop their own unique and creative language at every moment of an analytical experience and the ways of communicating it, summed with the importance of theoretical supports.

Entre las diversas prácticas necesarias para la constante formación de un psicoanalista, presento fórmulas al respecto de como conversar sobre nuestros pacientes, especialmente mediante la comunicación escrita. Esta, por sus características de inmovilidad, trae los riesgos de rigidez, clasificación y empobrecimiento. La importancia de la comunicación de nuestras experiencias analíticas, de la comprensión de los aspectos arcaicos y las dimensiones subyacentes de nuestra mente apuntan a complejos límites para alcanzar tales especificidades del psicoanálisis, sin caer en un rigor científico, y en otro extremo, en una banalización del lenguaje. A partir de la experiencia en escribir sobre una relación analítica formulo cuestiones y discuto las posibilidades de aproximación entre lo experimentado y lo escrito. Sumada la importancia de soportes teóricos, creo en la necesidad que tiene el psicoanalista de desarrollar su propio lenguaje, único y creativo en cada experiencia analítica, en cada momento de la misma y en la manera de comunicar.

Um modelo para o parecer psiquiátrico no hospital geral / A model for the written report in consultation-liaison psychiatry

Objetivo: propor um modelo estruturado para elaboração das respostas às solicitações de pareceres psiquiátricos no hospital geral e discutir seus aspectos fundamentais. Métodos: foi realizada uma pesquisa sistemática nas bases de dados PubMed/Medline e PsycINFO à procura de artigos que descrevessem modelos para a resposta aos pareceres psiquiátricos em hospitais gerais. Além disso, todos os artigos sobre psiquiatria de ligação publicados no Jornal Brasileiro de Psiquiatria (indexado no PsycINFO) nos últimos dez anos foram analisados para localizar as contribuições brasileiras o tema. Foram selecionados artigos que descrevessem modelos estruturados para as respostas às solicitações de pareceres psiquiátricos em hospitais gerais. As informações contidas nesses artigos foram usadas na construção de uma proposta de ficha de parecer psiquiátrico. Resultados: apenas dois artigos preenchiam os critérios de seleção. Outros cinco artigos que descreviam problemas no processo de consultoria psiquiátrica forneceram informações sobre questões que deveriam ser abordados nos pareceres. Os modelos de parecer descritos foram analisados, e um novo modelo foi desenvolvido. Conclusão: os pareceres psiquiátricos são documentos que atendem às necessidades médicas e educacionais em um hospital geral. Um modelo estruturado de parecer evita a omissão de informações importantes, melhorando a comunicação entre os psiquiatras pareceristas e os outros médicos no hospital geral.

La importancia de la comunicación escrita en enfermería / The importance of the written communication in nursing

Introducción: la comunicación escrita o redacción es una actividad comunicativa de primer orden que implica un estado cultural avanzado en el hombre. No es una actividad mecánica, cuyo dominio requiéraselo de práctica, sino de un proceso mental que implica la producción de un elemento ­el escrito­ el cual es vehículo de mensajes emanados de una persona para que sean captados por otra. Por ello su realización demanda un cuidadoso proceso y el empleo de elementos Idóneos para cumplir con tal función. Desarrollo: la Importancia de reflexionar sobre la realidad cuando escribimos, sobre cómo y qué hemos aprendido a escribir: ¿qué sabemos sobre la lengua escrita y sobre el acto de escribir?, ¿qué tenemos que saber para ser buenos escritores?, ¿qué tipo de escritos realizamos? En la redacción el autor se limita a dar forma escrita a un tema dado. En el caso del personal de enfermería que cuenta con este medio de difusión; artículos científicos, de práctica diaria, de información general, editoriales... para difundir la experiencia y conocimientos obtenidos en el ejercicio de su práctica; contribuir a la educación continua del personal de enfermería del Instituto Mexicano del Seguro Social y de otras instituciones de salud y educación; promover la actividad académica y de investigación en esta disciplina y participar en la difusión de los avances científicos y técnicas, para el cuidado al enfermo. Conclusión: no sería difícil escribir si no se tuviera que pensar tanto antes. En el proceso del desarrollo de un escrito es muy importante considerar ­además de las funciones del emisor y el receptor­ las características de forma y de fondo acordes al objetivo que se pretende cubrir.

Introduction: the written communication or writing is a talkative activity of first order that implies a cultural advanced state in the people. It Is not a mechanical activity that domain only requires of practice, but of a mental process that Implies the production of an element­the written­ is vehicle of a person's emanated messages so that they are captured by another. For it, their realization demands a careful process and the employment of suitable elements for such a function. Develop: the importance of to meditate about the reality when we write, have more than enough how and what have we learned how to write: what do we know about the written language and on the act of writing?, what do we have to k now to be good writers?, what type of writings do we carry out? In the writing the author is limited to give form written to a given topic. In the case of the nursing personnel that has this means of diffusion: scientific articles, of daily practice, of general information, editorial... to diffuse the experience and knowledge obtained In the exercise of their practice; to contribute to the continuous education of the personnel of nursing of the Mexican Institute of the Social Security and of other institutions of health and education; to promote the academic activity and of investigation in this discipline and to participate In the diffusion of the scientific and technical advances, for the care to the sick person. Conclusion: It would not be difficult to write if one didn't have to think so much before. In the process of a writing it is very important to consider ­as well as of the functions of the originator and the receiver­the form characteristics and of bottom chords to the objective that seeks to cover.