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.

Avaliação de treinamento em entrevistas investigativas com crianças vítimas de violência sexual / Evaluation of training in investigative interviews with child victims of sexual violence / Evaluación de entrenamiento en entrevistas de investigación con niños víctimas de violencia

Este estudo teve como objetivo avaliar o impacto de um programa de treinamento para o uso do protocolo do National Institute of Child Health and Human Development (NICHD). O treinamento foi composto por 20h de atividades presenciais teórico-práticas. Participaram do estudo 55 profissionais com idade média de 38,4 anos. Inicialmente, foram mensurados os níveis de impacto do treinamento, engajamento no trabalho, autoeficácia ocupacional e características laborais. Em seguida, foram conduzidas entrevistas com seis participantes que, após o treinamento, adotaram a utilização do Protocolo NICHD ou optaram por não adotar a técnica. Os resultados apontam que os profissionais que participaram do treinamento o avaliaram de forma positiva e perceberam o impacto na sua prática profissional. Foi possível identificar que os níveis de engajamento no trabalho predizem a reação ao treinamento e antecedem a transferência de aprendizagem e o impacto do treinamento (i.e., transferência de treinamento).

This study aimed to evaluate the impact of a training program for the use of the National Institute of Child Health and Human Development (NICHD) protocol. The training consisted of 20 hours of classroom activities. The study included 55 professionals with an average age of 38.4 years. Initially, the levels of training impact, work engagement, occupational self-efficacy and job characteristics were measured. Then, interviews were conducted with six participants who, after training, either adopted the use of the NICHD protocol, or did not adopt it. The results show that the levels of work engagement predict the satisfaction with the training. When analysed together, these two factors precede the transfer of learningand the impact of training.

Este estudio tuvo como objetivo evaluar el impacto de un programa de entrenamiento para el uso del protocolo del National Institute of Child Health and Human Development (NICHD).El entrenamiento consistió en 20 horas de actividades teórico-práctcas en el aula. Participaron del estudio 55 profesionales, con edad promedio de 38,4 años. Inicialmente, fueron medidos los niveles del impacto del entrenamiento, el compromiso laboral, la autoeficacia ocupacional y las características laborales. Luego, fueron realizadas entrevistas con seis participantes que, después del entrenamiento, adoptaron el uso del Protocolo NICHD o decidieron no adoptar la técnica. Los resultados muestran que los profesionales que participaron del entrenamiento lo evaluaron de forma positiva y percibieron el impacto em su practaica professional. Fue posible identificar que los niveles de compromisso laboral predicen la reacción al entrenamiento y anticipam la transferencia de aprendizaje y el impacto del entrenamiento (i.e, transferencia del entrenamiento).

Construction of a training evaluation index system of sterility concept for nursing interns in the operating room based on Kirkpatrick model / 中华医学教育探索杂志

Objective:Based on the Kirkpatrick model, construct an evaluation index system for the teaching effect of aseptic concept for interns in operating room.Methods:Based on the Kirkpatrick model as the theoretical framework, combined with literature review and group discussion, the first draft of the indicator system was drawn up, and the expert consultation questionnaire was compiled. 30 experts with nursing teaching experience from several tertiary hospitals and medical undergraduate colleges in Chengdu were selected for research. Delphi conducts 2 rounds of consultation with experts. The collected data were input by Excel, and analyzed by SPSS 23.0.Results:The positive coefficients of the two rounds of consulting experts were l00.00% and 93.33%; the expert authority coefficients were both>0.7; the overall coordination coefficient of expert opinions Kendall's W was 0.321 and 0.427, respectively, with statistical significance ( P<0.05). The final result index system for training nurses in operating room aseptic concept includes 4 first-level indicators, 11 second-level indicators, and 45 third-level indicators. Conclusion:The construction method of aseptic concept assessment index system for nursing students in operating room is scientific and reasonable, and the content is set appropriately, which can provide a basis for the evaluation of aseptic concept training for nursing students in operating room.

Action research on optimizing nurse training of "Internet+ TCM nursing" based on CIPP and Kirkpatrick Model / 中华医学教育探索杂志

Objective:To explore whether the action research on the pre-service training evaluation system of "Internet + TCM Nursing" guided by CIPP (context, input, process and product) and Kirkpatrick Model can improve the training effect of nursing staff under the background of internet and TCM nursing service.Methods:Taking 211 nurses of "Internet + TCM Nursing" in Guangdong Provincial Hospital of TCM from 2019 to 2020 as the research objects, action teams were made, and the data were collected and analyzed by various methods. According to the collected data, the action teams constructed the training scheme of "Internet + TCM Nursing", the compilation requirements of "internet + TCM Nursing", the case optimization scheme of "internet + TCM Nursing" process, and the evaluation model of "internet + TCM Nursing". After the training, the nurses' knowledge, skills and related attitudes, the general reaction and feelings to the training programs, and the evaluation of nurses' work performance by the competent leaders, medical staff and clients were compared by comparing their scores and issuing self-made questionnaires. SPSS 20.0 software was used for statistical analysis.Results:The results showed that the theoretical scores of nurses after training were (85.16±6.22) points, and the case assessment scores after training [(81.22±7.03) points] were higher than the previous theoretical scores [(61.23±12.90) points] and the case assessment scores [(59.54±14.41) points], with statistical significance ( P<0.001). The results of self-made questionnaire showed that there were significant differences in theoretical knowledge, skills and related attitudes among nurses after training ( P<0.001). In the process of training, there were statistically significant differences in training content, teacher training, training implementation and training guarantee at the end of training ( P<0.001). After training, there were significant differences in the evaluation of nurses' job performance by leaders in charge, medical staff and clients improved in knowledge and skills, professional ethics, working process and learning ability, and the improvement rate ( P<0.001). Conclusion:Action research is an effective research method to continuously improve nursing training. The optimization scheme of "internet + TCM Nursing" nurses based on CIPP and Kirkpatrick Model through action research can effectively improve the training effect.

Learning and transfer of training: a quasi-experiment with longitudinal design / Aprendizagem e transferência de treinamento: um quase-experimento com desenho longitudinal / Aprendizaje y transferencia de entrenamiento: un casi-experimento con diseño longitudinal

This paper aimed to evaluate learning in three trainings held at a Brazilian federal public organization. It is a longitudinal quasiexperiment with three waves, pre-test (before training ­ T1), post-test 1 (right after the end of the training ­ T2) and post-test 2 (around three months after the training - T3). Learning was assessed with situational tests, so results are based on performance rather than self-assessment. Results show that the experimental group obtained better scores in post-test 1 than it did in the pre-test and better scores than the control group did in post-test 2. There were no difference in the results obtained by the control group, comparing pre and post-test, and that there was no difference in tests according to previous experience and demographic data. Results indicate that learning occurred as a consequence of training and was not explained by other factors of the organizational environment or individuals. (AU)

Esse artigo teve como objetivo mensurar a aprendizagem em três seções de treinamento realizadas em uma organização pública federal brasileira. Trata-se de um quase experimento longitudinal, com três ondas, sendo o pré-teste (antes do treinamento), o pós-teste 1 (imediatamente após o término do treinamento) e o pós-teste 2 (após três meses do término do treinamento). A aprendizagem foi medida usando-se testes situacionais, garantindo que os resultados são baseados em desempenho e não auto relato. Os resultados indicam que o grupo experimental obteve melhores notas no pós-teste 1 do que no pré-teste e melhores notas no pós-teste 2 quando comparado ao pós-teste 1. Não foram encontradas diferenças no grupo controle entre o pré e pós teste, nem diferenças nos resultados dos testes devidas à experiência prévia ou a dados demográficos, indicando que a aprendizagem ocorreu como consequência do treinamento e não de explicações alternativas. (AU)

Este artículo tuvo como objetivo medir el aprendizaje en tres capacitaciones de entrenamiento realizadas en una organización pública federal brasileña. Se trata de un casi-experimento longitudinal con tres momentos: el pre-test (antes del entrenamiento), el post-test 1 (inmediatamente después del término del entrenamiento) y el post-test 2 (después de tres meses del término del entrenamiento). El aprendizaje fue medido usando tests situacionales, garantizando que los resultados se basan en el desempeño y no en el autoinforme. Los resultados indican que el grupo experimental obtuvo mejores notas en el post-test 1 que en el pretest y mejores notas en el post-test 2 comparado con el post- test 1. No se encontraron diferencias en el grupo control entre el pre y post test, ni diferencias en los resultados de los tests debido a experiencia previa o a datos demográficos, indicando que el aprendizaje ocurrió como consecuencia del entrenamiento y no de explicaciones alternativas. (AU)

Study on the effect of the quality control circle teaching mode in the midwife internship teaching / 中国实用护理杂志

Objective@#To explore the quality control circle (QCC) in midwife practice teaching activities for improving the quality of teaching effect, innovate the method for obstetric practice teaching and provide reference for other practice teaching methods.@*Methods@#Take the 84 midwifery interns as research object who entered the maternity ward within two years after the implementation of the QCC activities, and randomly divided into the experimental group and the control group and each group included 42 people. The experimental group adopted the teaching mode of integrating daily teaching into the QCC. The control group adopted the traditional one-on-one teaching mode based on teaching, and compared the learning effects of the two groups of interns.@*Results@#After the internship, the three levels of the Koch′s four-level training evaluation model method were used to evaluate the teaching effect. The reaction layer was evaluated through five aspects: teaching plan, teacher resources, internship environment, teaching form and content, and appraisal evaluation. It was found that the satisfaction of the teaching plan and teaching form evaluation of the experimental group was significantly higher than that of the control group; the learning level passed the theoretical test. The results of the scores, skills test scores and overall care were evaluated. It was found that the three results of the internship group were significantly higher than those of the control group. The behavioral level was evaluated by the satisfaction of the client and the maternal was proficient in the operation of the experimental group. The satisfaction evaluation of the mission and the mission was significantly higher than the control group. The difference in the above evaluation results was statistically significant (P<0.05).@*Conclusions@#The quality control circle teaching mode is feasible in the midwife internship teaching in the delivery room, which transforms the traditional passive teaching mode into a common and active participation teaching mode for teachers and students, enhances the level and enthusiasm of teachers to teach, and enhances service awareness and quality of care. It also plays a role in cultivating management talents and is worthy of further exploration and promotion.

Evaluation index system of training effectiveness for new recruiting nurses was constructed based on the theory of Kirkpatrick Model / 中国实用护理杂志

Objective@#To construct evaluation index system of training effectiveness for new recruiting nurses based on the theory of Kirkpatrick Model.@*Methods@#The draft of evaluation index system of training effectiveness for new recruiting nurses was drawn up through literature survey and interview method first, and then it was constructed by using Delphi method and statistical analysis.@*Results@#Through two rounds of expert consultations, the experts′ suggestions were revised and summarized, and then the evaluation index system was constructed, including 4 grade I indexes, 14 grade Ⅱindexes, and 56 grade Ⅲ indexes. The positive coefficients of the two rounds of expert consultation were 96.15% and 100.00%, respectively, with authoritative coefficient of 0.877. The Kendall Harmony Coefficients of importance and operability of grade I, Ⅱ, and Ⅲ indexes were 0.640, 0.378, 0.296, and 0.707, 0.515, 0.416, respectively (P< 0.01).@*Conclusions@#The enthusiasm, authority level and coordination degree of the experts were all at a high level. The evaluation index system of training effectiveness for new recruiting nurses was of high importance and operability.

Study on evaluation and influencing factors of foreign-aid training program on traditional Chinese medicine / 国际中医中药杂志

To evaluate the effect of foreign-aid training programs on Traditional Chinese Medicine (TCM) in Xiyuan Hospital, analyze the factors affecting the training effect, and provide suggestions for further program implementation. To establish a mathematical model for analyzing the influencing factors of short-term foreign-aid training on TCM. A survey was conducted on the students who took the TCM foreign-aid training program undertaken by Xiyuan Hospital in 2018, and results on three levels of reaction, learning and behavior were evaluated in the training. The overall satisfaction towards to the training program reached 83.9%. The average score of the learning level increased by 19.5%, t=7.754, P<0.001. In terms of behavioral level, the score increased. The occupation and education background of the students are not statistically significant, P>0.05; the pre-training preparation of the students had no significant effect on the training effect, P>0.05; the lecturers quality and program management was significantly correlated with training results on reaction and behavior level, P<0.05; the lectures qulity was significantly positively correlated with the learning level, P<0.05. The degree of satisfaction towards the Foreign-aid training on Traditional Chinese Medicine was relatively high. The programs effectively improved students’ knowledge of Chinese medicine. In order to ensure the training results, the enrollment process should be improved, the quality of the courses should be strictly controlled, and the training of project management personnel should be strengthened.

Study on the effect of the quality control circle teaching mode in the midwife internship teaching / 中国实用护理杂志

Objective To explore the quality control circle (QCC) in midwife practice teaching activities for improving the quality of teaching effect, innovate the method for obstetric practice teaching and provide reference for other practice teaching methods. Methods Take the 84 midwifery interns as research object who entered the maternity ward within two years after the implementation of the QCC activities, and randomly divided into the experimental group and the control group and each group included 42 people. The experimental group adopted the teaching mode of integrating daily teaching into the QCC. The control group adopted the traditional one-on-one teaching mode based on teaching, and compared the learning effects of the two groups of interns. Results After the internship, the three levels of the Koch′s four-level training evaluation model method were used to evaluate the teaching effect. The reaction layer was evaluated through five aspects: teaching plan, teacher resources, internship environment, teaching form and content, and appraisal evaluation. It was found that the satisfaction of the teaching plan and teaching form evaluation of the experimental group was significantly higher than that of the control group; the learning level passed the theoretical test. The results of the scores, skills test scores and overall care were evaluated. It was found that the three results of the internship group were significantly higher than those of the control group. The behavioral level was evaluated by the satisfaction of the client and the maternal was proficient in the operation of the experimental group. The satisfaction evaluation of the mission and the mission was significantly higher than the control group. The difference in the above evaluation results was statistically significant (P<0.05). Conclusions The quality control circle teaching mode is feasible in the midwife internship teaching in the delivery room, which transforms the traditional passive teaching mode into a common and active participation teaching mode for teachers and students, enhances the level and enthusiasm of teachers to teach, and enhances service awareness and quality of care. It also plays a role in cultivating management talents and is worthy of further exploration and promotion.

Evaluation index system of training effectiveness for new recruiting nurses was constructed based on the theory of Kirkpatrick Model / 中国实用护理杂志

Objective To construct evaluation index system of training effectiveness for new recruiting nurses based on the theory of Kirkpatrick Model. Methods The draft of evaluation index system of training effectiveness for new recruiting nurses was drawn up through literature survey and interview method first, and then it was constructed by using Delphi method and statistical analysis. Results Through two rounds of expert consultations, the experts′ suggestions were revised and summarized, and then the evaluation index system was constructed, including 4 grade I indexes, 14 gradeⅡindexes, and 56 gradeⅢindexes. The positive coefficients of the two rounds of expert consultation were 96.15% and 100.00% , respectively, with authoritative coefficient of 0.877. The Kendall Harmony Coefficients of importance and operability of grade I, Ⅱ, and Ⅲ indexes were 0.640, 0.378, 0.296, and 0.707, 0.515, 0.416, respectively (P< 0.01). Conclusions The enthusiasm, authority level and coordination degree of the experts were all at a high level. The evaluation index system of training effectiveness for new recruiting nurses was of high importance and operability.

Study on evaluation and influencing factors of foreign-aid training program on traditional Chinese medicine / 国际中医中药杂志

To evaluate the effect of foreign-aid training programs on Traditional Chinese Medicine (TCM) in Xiyuan Hospital, analyze the factors affecting the training effect, and provide suggestions for further program implementation. To establish a mathematical model for analyzing the influencing factors of short-term foreign-aid training on TCM. A survey was conducted on the students who took the TCM foreign-aid training program undertaken by Xiyuan Hospital in 2018, and results on three levels of reaction, learning and behavior were evaluated in the training. The overall satisfaction towards to the training program reached 83.9%. The average score of the learning level increased by 19.5%, t=7.754, P<0.001. In terms of behavioral level, the score increased. The occupation and education background of the students are not statistically significant, P>0.05; the pre-training preparation of the students had no significant effect on the training effect, P>0.05; the lecturers quality and program management was significantly correlated with training results on reaction and behavior level, P<0.05; the lectures qulity was significantly positively correlated with the learning level, P<0.05. The degree of satisfaction towards the Foreign-aid training on Traditional Chinese Medicine was relatively high. The programs effectively improved students’ knowledge of Chinese medicine. In order to ensure the training results, the enrollment process should be improved, the quality of the courses should be strictly controlled, and the training of project management personnel should be strengthened.

Methodological delimitations of the brazilian research on effects of training / Delimitações metodológicas de pesquisas brasileiras sobre os efeitos de treinamento / Delimitaciones metodológicas de investigaciones brasileñas sobre los efectos del entrenamiento

Individuals and organizations develop strategies that facilitate or promote training in order to meet the demands imposed by technological progress and socio-political changes. However, there are methodological problems concerning the effects of such strategies which must be considered. Gaps persist on how to overcome those issues. To address this need, this study presents a review of Brazilian production in the training research area, focusing on the impact on work. Among 85 Brazilian articles, 24 research reports with this focus were identified, and were analyzed according to the standards used in international reviews. Results indicated several tendencies, such as a higher use of amplitude than of depth measures, and simultaneous data gathering of predictive and outcome variables. Some methodological issues were suggested for progress in this area, such as research studies with experimental designs and the multilevel approach.

Indivíduos e organizações desenvolvem estratégias que facilitam ou promovem o treinamento, visando atender as demandas impostas pelo progresso tecnológico e mudanças sociopolíticas. Contudo, há questões metodológicas relacionadas aos efeitos de tais estratégias que devem ser consideradas. Persistem lacunas em como superar essas questões. Para atender a essa necessidade, este artigo apresenta uma revisão da produção brasileira em estudos na área de treinamento, focando em impacto no trabalho. Entre 85 artigos brasileiros, 24 relatos de pesquisa com esse foco foram identificados, os quais foram analisados de acordo com os padrões usados na literatura internacional. Os resultados indicaram algumas tendências, como um maior uso de medida em amplitude do que em profundidade e obtenção simultânea de dados relativos às variáveis preditivas e critério. Para o avanço nessa área, algumas questões metodológicas foram sugeridas, como pesquisas com delineamentos experimentais e a abordagem multinível.

Individuos y organizaciones desarrollan estrategias que facilitan o promueven el entrenamiento, para satisfacer las demandas impuestas por los avances tecnológicos y cambios socio-políticos. Hay, sim embargo, cuestiones metodológicas relacionadas con los efectos de tales estrategias que se deben tener en cuenta. Persisten lagunas sobre cómo superar esas cuestiones. Con vistas a atender a esta necesidad, el presente estudio presenta una revisión de la producción brasileña en estudios en el área de entrenamiento, centrándose en los efectos del impacto en el trabajo. Fueron identificados 24 relatos de investigación con este enfoque, entre 85 artículos brasileños analizados, los cuales se estudiaron según criterios de revisión internacional. Los resultados indicaron algunas tendencias, tales como un mayor uso de medidas de amplitud que de profundidad y obtención simultánea de datos relativas a las variables predictivas y de criterio. Para el avance en esa área, algunas cuestiones metodológicas fueron sugeridas, tales como investigaciones con delineamientos experimentales y con enfoque multinivel.

Avaliação qualitativa de treinamento / Qualitative training evaluation / Evaluación cualitativa del entrenamiento

A presente pesquisa teve como objetivo avaliar qualitativamente os efeitos de três treinamentos, identificando fatores facilitadores e fatores dificultadores da aprendizagem no contexto estudado, de acordo com as percepções de instrutores e participantes. Foram utilizados dois instrumentos para coleta de dados: um roteiro de entrevista semiestruturada e um roteiro semiestruturado para grupo focal, aplicados respectivamente em instrutores e egressos dos treinamentos. Os dados foram analisados por meio de análise de conteúdo (Bardin, 2011). A análise das transcrições das entrevistas resultou em oito categorias de conteúdo e, dos grupos focais, em cinco categorias de conteúdo. O desenho instrucional, o ambiente e as características dos instrutores foram apontados pelos egressos dos treinamentos como facilitadores de aprendizagem. Os dificultadores estavam relacionados a características individuais, do ambiente e ao suporte organizacional. Esses resultados sugerem a realização de mais pesquisas qualitativas, para aprofundar a compreensão sobre o relacionamento entre variáveis em avaliação de treinamento.

This research aimed to qualitatively evaluate the effects of three training activities, identifying enabling and disabling factors for learning in the context in question, according to instructor and participant perceptions. Two instruments for data collection were used: a semi-structured interview script and a semi-structured script for focus groups, applied respectively to training instructors and graduates. Data were analyzed using content analysis (Bardin, 2011). The interview transcripts analysis resulted in eight content categories and, from the focus groups, five content categories. Training graduates indicated instructional design, environment, and instructor characteristics as learning enablers. Disabling factors for learning were related to individual and environmental characteristics, and organizational support. These results suggest that additional qualitative surveys be conducted to deepen the understanding about the relationships between variables in training evaluation.

La presente investigación tuvo como objetivo evaluar cualitativamente los efectos de tres entrenamientos, identificando factores facilitadores y dificultadores del aprendizaje en el contexto estudiado, según las percepciones de instructores y participantes. Se utilizaron dos instrumentos para la recopilación de datos: uno para guiar la entrevista y otro para guiar al grupo focal, aplicados respectivamente en instructores y egresados de los entrenamientos. Los datos fueron verificados por medio de análisis de contenido (Bardin, 2011). El análisis de las transcripciones de las entrevistas resultó en ocho categorías de contenido, y el de los grupos focales, en cinco. El diseño instruccional, el ambiente y las características de los instructores fueron apuntados por los egresados como facilitadores de aprendizaje. Los dificultadores estaban relacionados con las características individuales, el ambiente y el soporte organizacional. Estos resultados sugieren la realización de más investigaciones cualitativas para profundizar la comprensión sobre la relación entre variables en evaluación de entrenamiento.

Construction of training evaluation system for laboratory animal practitioners / 中国比较医学杂志

Objective Laboratory animal practitionres need further management through technical and capacity training.Methods Relying on the Laboratory Animal Center of University and its highly qualified faculty, a high-quality training base for laboratory animal practitioners has been set up.Results Based on the relevant laws and regulations about experimental animals, appropriate training outlines, different training books and courses were prepared and organized for different trainees.Focusing on the detailed and exact experiments, training base has put emphasis on the practical ability and operational skills.Conclusions How to regulate the training for laboratory animal practitioner by means of base training is discussed and tried out in this paper.

Avaliação da capacitação de profissionais de saúde na área de reabilitação auditiva via teleducação: ênfase em crianças de zero a três anos de idade / Assessment of a distance learning course on auditory rehabilitation: emphasis on children from birth up to three years old

O ritmo da evolução do conhecimento e tecnologias aplicadas na área reabilitação das deficiências auditivas torna necessária a constante atualização profissional. O ensino à distância (EaD) caracteriza uma importante estratégia para a educação permanente em saúde. O Curso de Especialização à Distância Habilitação e Reabilitação Auditiva em Crianças (CEDHRAC) teve como objetivo a capacitação de fonoaudiólogos e otorrinolaringologistas atuantes nos serviços de reabilitação auditiva que compõe a rede de cuidados à pessoa com deficiência. O presente este estudo teve como objetivo avaliar o CEDHRAC no que tange à reação dos estudantes frente ao curso e estratégias de aprendizagem utilizadas pelos mesmos, assim como o suporte recebido para transferência do treinamento no ambiente de trabalho e o impacto do curso no trabalho. Além disto foram verificadas as relações entre estes diferentes níveis de avaliação. Para responder a estes objetivos são apresentados dois manuscritos. Manuscrito 01: Estudo longitudinal, quali-quantitativo. Dos 105 alunos regularmente matriculados no CEDHRAC, 90 preencheram instrumentos de avaliação de reação aos diferentes núcleos temáticos quanto aos aspectos de conteúdos e atividades, tutores, professores, comunicação visual nos materiais didáticos, e habilidades técnicas e de navegação, além do instrumento de autoavaliação (assiduidade, pontualidade, autonomia, envolvimento, colaboração e desempenho geral). As respostas foram dadas em uma escala Likert de 5 pontos, sendo que pontuações maiores estavam associadas a melhores resultados. A análise temática dos comentários dos participantes também foi realizada. A taxa de evasão do curso foi de 9,5%. Em ambos questionários as pontuações médias obtidas estavam próximas de cinco e foram significativamente maiores (p=0,00) do que o ponto médio da escala, demonstrando que a a percepção do aluno frente ao próprio desempenho e quanto aos atributos do CEDHRAC foram positivas. A análise qualitativa confirmou tais achados e também os complementou, na medida em que foram apontadas algumas necessidades de melhorias, em particular na carga horária, construção de materiais didáticos e usabilidade do ambiente virtual de aprendizagem. Manuscrito 02: Estudo quantitativo. Foram avaliados 116 indivíduos, sendo 85 alunos do CEDHRAC e 31 gestores dos serviços onde o participante tinha vínculo empregatício. Imediatamente ao término do curso foram avaliados os componentes: reação ao curso, suporte à transferência de treinamento e estratégias de aprendizagem. A escala de reação ao curso é composta por 24 itens que se agrupam em dois fatores: REARES (reações aos resultados, aplicabilidade e expectativas de suporte) e REAPRO (reação à programação e ao apoio). A escala de suporte à transferência de treinamento composta de 22 afirmativas, contendo as dimensões do suporte psicossocial (fatores situacionais de apoio e as consequências associadas ao uso das novas habilidades) e o suporte material à transferência de treinamento. A escala estratégias de aprendizagem composta por 28 itens divididos em sete fatores: controle da emoção, busca de ajuda interpessoal, repetição e organização, controle da motivação, elaboração, busca de ajuda ao material didático, monitoramento da compreensão. Seis meses após o término do CEDHRAC o questionário com 12 itens relacionado ao impacto do treinamento no trabalho foi preenchido por egressos (autoavaliação) e gestores (heteroavaliação). As respostas foram dadas em uma escala Likert de cinco (reação, transferência e impacto) ou 10 pontos (estratégias de aprendizagem), com pontuações maiores associadas a resultados mais favoráveis. A reação dos egressos foi positiva em todos os aspectos avaliados, porém, com pontuação menor quanto ao suporte no trabalho. No suporte à transferência de treinamento a frequência dos fatores situacionais de apoio foi maior do que a das consequências associadas ao uso de novas habilidades (ANOVA, F=6,79; p=0,00; Teste de Tukey, p=0,001). Observaram-se altas pontuações quanto ao impacto do curso no trabalho, não havendo diferença significativa entre a auto e heteroavaliação (t=-0,039670; p=0,968). Verificou-se correlação (Pearson) fraca a moderada, significativa, entre os resultados de reação, suporte à transferência de treinamento e impacto. Diferentes estratégias de aprendizagem foram utilizadas pelos estudantes sendo que as estratégias de "elaboração" e "monitoramento da compreensão", foram utilizadas com maior e menor frequência, respectivamente (ANOVA, F=42,89; p=0,00; Teste de Tukey, p=0,000). Em conclusão, os participantes indicaram satisfação com o curso. O CEDHRAC possibilitou o aprimoramento profissional e reflexões sobre a prática profissional, impelindo o egresso à realização de mudanças no trabalho. Essas avaliações também forneceram aos desenvolvedores do curso informações para melhoria do treinamento e sobre alguns obstáculos que impediam a aplicação das novas habilidades adquiridas no ambiente de trabalho.(AU)

The pace of evolution of knowledge and technologies applied for the rehabilitation of hearing impairments request continuing professional education. Distance learning features an important strategy for health permanent education. The online course on Auditory Rehabilitation in Children (ARC) aimed to capacitate audiologists and ENT physicians working in public hearing healthcare services. The aim of this study was to evaluate the ARC regarding students' reaction towards the course and learning strategies used by them, as well as workplace support for training transfer and the impact of the course in workplace. In addition, the relationship between these different evaluation levels were verified. To meet these objectives two manuscripts are presented. Manuscript 01: Longitudinal qualitative and quantitative. From 105 ARC's students, 90 filled the assessments instruments available in each of the course's module concerning reaction to content and activities, tutors, teachers, didactic materials and navigation in the virtual learning system (VLS) as well as the self-assessment of performance (assiduity, punctuality, autonomy, involvement, collaboration and overall performance). The participants answers were given in a 5-point Likert scale, with higher scores associated with better results. The thematic analysis of participants' comments was also made. The course's dropout rate was 9.5%. In both instruments the average scores were close to five points and were significantly higher (p=0.00) than the scale´s midpoint, demonstrating students' perception of self-performance and ARC's attributes were positive. The qualitative analysis confirmed and complemented those findings, as they identified some need for improvement in workload, didactic materials and usability of the VLS. Manuscript 02: Quantitative study. Participated in the study 116 individuals - 85 ARC's students and 31 managers at the services where students were employed. Reaction to ARC's course, support for training transfer at work and learning strategies used, were assessed at course completion. The reaction scale consists of 24 items grouped into two factors: REARES (results reactions, applicability and support expectations) and REAPRO (reaction to programming and support). The training transfer support scale is comprised of 22 items divided in dimensions of psychosocial support (situational factors support and consequences associated with new skills use) and material support for training transfer. The learning strategies scale consists of 28 items divided into seven factors: control of emotion, interpersonal help, repetition and organization, control of motivation, elaboration, courseware help, comprehension monitoring. Impact of training on workplace questionnaire, consisting of 12 statements, was administered six month after course completion, to former ARC's students (self-assessment) and managers (assessment of others). Responses were given on 5-points (reaction, transfer and impact) or 10-points (learning strategies) Likert scale, with higher scores associated with more favorable results. Students' reaction to ARC were positive for all aspects evaluated, however lower scores were given to workplace support. Situational factors support was higher than consequences associated with new skills (ANOVA, F=6.79, p=0.00. Tukey Test p=0,001). Impact of ARC inn workplace was considered high and no difference was found between self and others assessments (t=-0.039670; p=0.968). Weak to moderate significant correlation (Pearson) were found between reaction, training transfer support and training impact. Different learning strategies were used by the students, with "elaboration" and "comprehension monitoring" being more and less used, respectively (ANOVA, F=42.89, p=0.00; Tukey test, p=0.000). In conclusion, participants indicated satisfaction with the course. The ARC enabled the professional development and reflection about professional practice, impelling changes at the workplace. These assessments also provided course developers with information for the course improvement as well as regarding some obstacles that prevented the application of acquired skills in the students' workplace.(AU)

Impacto del entrenamiento a equipos de dirección en la provincia de Santiago de Cuba / Impact of training management teams in Santiago de Cuba province

Introducción: el entrenamiento es una figura académica del posgrado, utilizada en el sistema de preparación y superación de los directivos. Objetivo: evaluar el impacto del entrenamiento a equipos de dirección de la provincia de Santiago de Cuba, luego de 2 años de realizado. Métodos: se realizó una investigación en sistemas y servicios de salud, cuya muestra se seleccionó por conveniencia y consistió en 120 cuadros y reservas, quienes cursaron el entrenamiento y se mantenían en el cargo o fueron promovidos a otro durante ese período. A tales efectos se utilizó la metodología establecida por la Escuela Nacional de Salud Pública, y se trazaron criterios, indicadores y estándares a partir de las temáticas de algunas habilidades que fueron impartidas en el entrenamiento. Asimismo se aplicaron encuestas a los entrenados y a sus colaboradores y se efectuó una revisión documental. Resultados: en la serie predominaron los directivos del grupo etario de 41-55 años y del sexo femenino; de igual modo, más de la tercera parte de los directivos presentaban de 1-3 años en el cargo y otra cantidad similar, más de 6 años. Los médicos representaron la profesión más frecuente (46,0 %), cuya mayoría (60,0 %) provenía de la reserva o había sido promovida de otros cargos. Al triangular los datos, el criterio "reunión", con los subcriterios "tiempo de duración", "el no nombramiento de un facilitador" y "la presencia del directivo no era necesaria", fueron los de mayor desviación con el estándar trazado. Conclusiones: la evaluación resultó inadecuada, pues 82,6 % de los criterios y 81,1 % de los subcriterios obtuvieron calificación de inadecuada.

Introduction: training is an academic element of postdegree, used in the preparation and training system for cadres. Objective: to evaluate the impact from the training management teams from Santiago de Cuba province, after 2 years. Methods: an investigation in systems and services of health was carried out whose sample was selected by convenience and it consisted on 120 cadres and substitutes who studied the training and they stayed in their responsabilities or they were promoted to another one during that period. For this purpose, the methodology established by the National School of Public Health was used, and criteria, indicators and standards were traced based on the thematic of some skills that were delivered during training. Also surveys were applied those trained and to their collaborators and a literature review was carried out. Results: in the series, cadres of the group 41-55 years and female sex prevailed; in the same way, more than the third part of the cadres had of 1-3 years in the responsability and other similar quantity, more than 6 years. The doctors represented the most frequent profession (46.0%), whose majority (60.0%) came from the substitutes or had been promoted from other responsability. When triangulating data, the criterium "meeting", with the subcriterium "duration time", "the non designation of a facilitator" and "the cadres presence was not necessary", were those of greater deviation with the standard. Conclusions: the evaluation was inadequate, because 82.6% of the criteria and 81.1% of the subcriteria obtained qualification of inadequate.

Evaluación del proceso educativo en línea desde la perspectiva de los alumnos de licenciatura en enfermería sistema abierto y educación a distancia / Evaluation of the online educational process from the perspective of undergraduate students in open system nursing and distance education / Avaliação do processo educacional on-line na perspectiva de estudantes de graduação em enfermagem de sistema aberto e educação a distância

Introducción: Actualmente, la educación en línea (e-learning) se perfila como una alternativa de formación profesional que la enseñanza presencial no puede atender, sin embargo, por sí sola no garantiza una educación de mayor calidad ni un mayor rendimiento en el aprendizaje, pues requiere contar con la integración correcta de los elementos pedagógicos que lo constituyen y con la participación activa de alumno como un factor insustituible. Por lo anterior, y debido a que en la educación en línea participan varios componentes en el proceso educativo, que hipotéticamente favorecen el aprendizaje de los alumnos, el presente estudio se realiza con la intención de evaluar desde la perspectiva de los usuarios la opinión que tienen sobre estos componentes, proporcionando una evidencia sobre la operatividad de los mismos. Objetivo: Evaluar los elementos constitutivos del proceso educativo en línea desde la perspectiva de los alumnos de la Licenciatura en Enfermería del SUAyED-ENEO Metodología: Se trata de un estudio descriptivo, transversal y observacional, empleando como muestra 119 alumnos inscritos en el séptimo semestre la Licenciaturaen Enfermería del SUAyED ­ ENEO. Para la recolección de la información se aplicó una encuesta integrada por tres apartados, el primero para datos sociodemográficos, el segundo para evaluación del proceso educativo en línea y tercero para evaluación de las emociones, confiabilidad del instrumento fue de .908 Alfa de Cronbach. Análisis con SPSS versión 18, mediante "t" de student, ANOVA, X2 y Coeficiente de Pearson con un 95% de confiabilidad. Resultados: El 66% de los encuestados se encuentran en sedes del D.F y el resto en cuatro diferentes estados de la república, más del 77% cuentan con conocimientos básicos de computación además de no haber tenido experiencias previas de cursos en línea, en promedio dedican 20±9 horas de estudio a la semana al estudio de la Licenciatura. Se encontraron diferencias estadísticamente significativas por sede en lo que respecta a la evaluación del proceso educativo en línea, evaluación del diseño y estructura del sitio, evaluación de los contenidos de los materiales educativos y la evaluación de las actividades educativas; también se encontraron tendencias de asociación lineal estadísticamente significativa entre el número de horas dedicadas al estudio por semana, la edad y las actividades educativas. Discusión: Los resultados se relacionan con la literatura, quienes coinciden al mencionar que el manejo de las Tecnologías de la información y Comunicación (TIC) como instrumento de aprendizaje hace que éste sea visto como sencillo y útil, pero si no existe una cultura de uso habitual de la informática, la formación en línea se verá como una dificultad añadida a la tarea de aprender. Las sedes que marcan la mayor diferencia en la evaluación que realizan los alumnos sobre proceso educativo en línea son Neurología, ENEO y Celaya. Conclusiones: El propósito de este estudio fue evaluar los componentes del proceso educativo en línea, y en este sentido podemos concluir que las variables sociodemográficas están asociadas con una mayor o menor apreciación en relación al diseño y estructura del sitio; los materiales y actividades de aprendizaje en línea son los elementos que mostraron mayor diferencia en cada sede; los alumnos de mayor edad evaluaron con un menor puntaje las actividades educativas en línea y estos mismos dedicaron mayor número de horas al estudio de la Licenciatura; respecto a las emociones que experimentó el alumno durante el curso, los hallazgos mostraron que no son un factor tajantemente negativo en la evaluación.

Introduction: Currently, online education (e-learning) is emerging as an alternative for vocational training that face-to-face education cannot attend, however, by itself it does not guarantee higher quality education or higher learning performance, It requires having the correct integration of the pedagogical elements that constitute it and with the active participation of the student as an irreplaceable factor. Due to the above, and because in the online education several components participate in the educational process, which hypothetically favor the learning of the students, the present study is carried out with the intention of evaluating from the users perspective the opinion they have on these components, providing evidence on their operability. Objective: To evaluate the constituent elements of the online educational process from the perspective of the students of the Nursing Degree of SUAyED-ENEO Methodology: This is a descriptive, cross-sectional and observational study, using 119 students enrolled in the seventh semester in the Bachelor of Nursing at SUAyED - ENEO. For the collection of the information, a survey consisting of three sections was applied, the first for sociodemographic data, the second for evaluation of the online educational process and third for evaluation of emotions, reliability of the instrument was .908 Cronbach's Alpha. Analysis with SPSS version 18, through "t" of student, ANOVA, X2 and Pearson coefficient with a 95% reliability. Results: 66% of the respondents are in DF headquarters and the rest in four different states of the republic, more than 77% have basic computer knowledge in addition to not having had previous experiences of online courses, on average they dedicate 20 ± 9 hours of study a week to study the Bachelor's degree. Statistically significant differences were found by site with regard to the evaluation of the online educational process, evaluation of the design and structure of the site, evaluation of the contents of educational materials and the evaluation of educational activities; There were also statistically significant linear association trends between the number of hours spent studying per week, age and educational activities. Discussion: The results are related to the literature, who coincide in mentioning that the management of Information and Communication Technologies (ICT) as a learning tool makes it seen as simple and useful, but if there is no culture of use Regular computer science, online training will be seen as an added difficulty to the task of learning. The venues that make the biggest difference in the evaluation that students do about the online educational process are Neurology, ENEO and Celaya. Conclusions: The purpose of this study was to evaluate the components of the online educational process, and in this sense we can conclude that sociodemographic variables are associated with a greater or lesser appreciation in relation to the design and structure of the site; Materials and online learning activities are the elements that showed the greatest difference in each venue; older students assessed online educational activities with a lower score and they spent more hours studying the Bachelor's degree; Regarding the emotions that the student experienced during the course, the findings showed that they are not a categorically negative factor in the evaluation.

Introdução: Atualmente, a educação on-line (e-learning) está emergindo como uma alternativa para a formação profissional que a educação presencial não pode frequentar, no entanto, por si só, não garante uma educação de qualidade superior ou um desempenho de aprendizagem superior, Requer a correta integração dos elementos pedagógicos que o constituem e a participação ativa do aluno como fator insubstituível. Diante do exposto, e como na educação on-line vários componentes participam do processo educacional, o que hipoteticamente favorece a aprendizagem dos alunos, o presente estudo é realizado com o intuito de avaliar, na perspectiva dos usuários, a opinião que eles possuem. nesses componentes, fornecendo evidências de sua operacionalidade. Objetivo: Avaliar os elementos constituintes do processo educacional on-line na perspectiva dos estudantes do Curso de Enfermagem do SUAyED-ENEO Metodologia: Estudo descritivo, transversal e observacional, com 119 alunos matriculados no sétimo semestre do Bacharelado em Enfermagem da SUAyED - ENEO. Para coletar as informações, aplicou-se uma pesquisa composta por três seções, a primeira para dados sociodemográficos, a segunda para avaliação do processo educacional on-line e a terceira para avaliação de emoções, a confiabilidade do instrumento foi o alfa de Cronbach de 0,908. Análise com SPSS versão 18, através de "t" do aluno, ANOVA, X2 e coeficiente de Pearson com um 95% de confiabilidade. Resultados: 66% dos entrevistados estão na sede do DF e os demais em quatro estados diferentes da república, mais de 77% possuem conhecimentos básicos de informática, além de não terem tido experiências anteriores em cursos on-line, em média eles dedicam 20 ± 9 horas de estudo por semana para estudar o Bacharelado Foram encontradas diferenças estatisticamente significativas por site no que diz respeito à avaliação do processo educacional on-line, avaliação do design e estrutura do site, avaliação do conteúdo de materiais educacionais e avaliação de atividades educacionais; Também houve tendências lineares estatisticamente significativas de associação entre o número de horas gastas estudando por semana, idade e atividades educacionais. Discussão: Os resultados estão relacionados à literatura, que coincide em mencionar que o gerenciamento das Tecnologias de Informação e Comunicação (TIC) como ferramenta de aprendizagem o torna visto como simples e útil, mas se não houver cultura de uso Ciência da computação regular, o treinamento on-line será visto como uma dificuldade adicional na tarefa de aprender. Os locais que fazem a maior diferença na avaliação que os alunos fazem sobre o processo educacional on-line são Neurologia, ENEO e Celaya. Conclusões: O objetivo deste estudo foi avaliar os componentes do processo educacional on-line e, nesse sentido, podemos concluir que variáveis ​​sociodemográficas estão associadas a uma apreciação maior ou menor em relação ao design e estrutura do site; Materiais e atividades de aprendizagem on-line são os elementos que mostraram a maior diferença em cada local; os alunos mais velhos avaliaram as atividades educacionais on-line com uma pontuação mais baixa e passaram mais horas estudando o diploma de bacharel; Em relação às emoções que o aluno experimentou durante o curso, os resultados mostraram que eles não são um fator categoricamente negativo na avaliação.

Proficiency of Residents and Fellows in Performing Neonatal Intubation.

Objectives: To determine success rate and time taken for intubation by pediatric residents/ fellows. Methods: Prospective observational study among neonates requiring endotracheal intubation. Results: 212 attempts and 118 successful intubations were recorded in 153 videos. An average of 1.93 attempts per successful intubation was observed. Success rate at first attempt and mean time taken by first year, second year, third year residents and fellows were 26% and 51.9; 79% and 39.8; 69% and 40.1; and 67% and 31.5 seconds, respectively. Complications were noted in 77 (36%) attempts. 44 (21%) intubations were performed within 30 seconds. Increase in complications was noted with increase in attempt time beyond 40 seconds. Conclusion: Skill improved from first year to second year. Most intubations exceeded 30 second time limit. There is a need to improve training methodology to ensure intubation time by health personnel does not exceed the expected time limit.

Modelos lógicos em avaliação de sistemas instrucionais: dois estudos de caso / Logical models for Instructional systems evaluation: two case studies

O objetivo deste artigo é discutir os principais desafios e benefícios associados à adoção de modelos lógicos em avaliação de sistemas instrucionais. Análises da produção de conhecimentos nesta área mostraram lacunas na investigação de relacionamentos entre efeitos de programas no nível dos egressos e impactos indiretos desses programas instrucionais sobre a organização. Essas lacunas nas pesquisas estimularam a adoção de estratégias metodológicas que facilitassem a compreensão da realidade dos programas. Os modelos lógicos são ferramentas eficazes na avaliação de programas sociais e governamentais. Este artigo apresenta, a título de demonstração empírica, dois casos de aplicação bem-sucedida da abordagem de modelos lógicos em avaliação de sistemas instrucionais. O primeiro apresenta a avaliação de um treinamento corporativo e o segundo, a avaliação de um mestrado profissional. Nesses estudos foram realizadas diversas etapas de pesquisa qualitativa, a partir das quais foram confeccionados modelos lógicos e figuras, que resumem a teoria do programa, tal como concebida pelos stakeholders, participantes da pesquisa. As pesquisas são descritas brevemente, de modo a ilustrar a aplicação de modelos lógicos nos dois contextos estudados. Ao final, são discutidos benefícios e limitações dessa abordagem na avaliação de sistemas instrucionais.

The aim of this article is to discuss the main challenges and benefits associated with the adoption of logical models to evaluate instructional systems. Analyses of the production of knowledge in this area have shown gaps in the investigation of relationships between program effects for egresses as well as the indirect impacts of these instructional programs on the organization. These gaps in the research have stimulated the adoption of methodological strategies to improve the understanding of the reality of such programs. Logical models are effective tools for the evaluation of social and governmental programs. This article presents, by way of empirical demonstration, two cases in which logical models were successfully used for instructional systems evaluation. The first presents the evaluation of a corporate training course and the second the evaluation of a professional master's. Several qualitative research steps were conducted in these studies and from them logical models were created. These models summarize the theory of the program, as conceived by the stakeholders, who were also participants in the study. The studies are described briefly, to illustrate the application of the logical models in these two contexts. Finally, the benefits and limitations of this approach for the evaluation of instructional systems are discussed.

Avaliação da efetividade de um curso a distância, via intranet: o caso do Banco do Brasil / Effectiveness evaluation of distance learning, via intranet: the case of Bank of Brazil

A presente pesquisa objetiva testar um modelo de avaliação de um treinamento a distância, mediado por intranet,em ambiente corporativo, e foi realizada em duas etapas. A primeira visa construir e verificar evidências de validade do instrumento de Impacto do Treinamento no Trabalho em Profundidade. A Etapa 2 identifica variáveis preditoras de Impacto do Treinamento no Trabalho, em profundidade e amplitude. O curso avaliado foi o Crédito Pessoa Física, oferecido pelo Banco do Brasil para seus funcionários. Foram aplicados quatro questionários - Estratégias de Aprendizagem, Suporte à Aplicação do Treinamento, Impacto do Treinamento no Trabalho (profundidade e amplitude) - em 541 funcionários. Foram realizadas análises de componentes principais, fatoriais e de consistência interna, bem como de regressão múltipla padrão e stepwise. Os resultados indicaram que a escala contém 14 itens (α = 0,96, cargas fatoriais entre 0,55 e 0,91) e que o participante que percebeu maior suporte à aplicação do treinamento e utilizou com mais frequência as estratégias de aprendizagem foi também aquele que relatou maior ocorrência de impacto do treinamento no trabalho, em profundidade e amplitude. Contudo, o perfil dos respondentes precisa ser comparado com o perfil da população treinada, visando à avaliação dos limites e possibilidades de generalização dos achados.

The aim of this research was to test an evaluation model of distance learning training mediated by intranet, in a corporate environment, which was accomplished in two steps. The first was to construct and check the evidence of validity of the instrument "Work Training Impact in Depth." The second identified predictors of Work Training Impact in depth and breadth. The course "Individual Credit," offered by Bank of Brazil for its employees, was evaluated. Four questionnaires - Learning Strategies, Support for Implementation of Training, Work Training Impact (depth and breadth) - were sent to 541 employees. Principal component analysis, factor analysis, and internal consistency analysis were run, as well as standard and stepwise multiple regression. The results indicate that the scale contains 14 items (α = 0.96, factor loadings between 0.55 and 0.91) and that the participant who perceived greater support for the implementation of training, and used learning strategies more frequently, also reported a higher incidence of Work Training Impact, in depth and breadth. However, the profile of respondents should be compared with the trained population profile in order to evaluate the limits and possibilities of generalization of the findings.