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Results for “Self-Evaluation Programs”

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At least 415 records · Page 23Linked to original sources

PubMed1991

Testing a model for counsellor training in three public health care organisations.

The article describes a training programme arranged for 26 specially qualified nurses who were to be placed in the role of nurse counsellors. The programme was tested over a period of 2 years in three public health care organisations: a central university hospital, a regional hospital and a community health centre. The aims were to develop a basic model for counsellor training and to test the model in practice; and more specifically, to evaluate the relevance of the theoretical instruction, practical exercises, and reading assignments included in the programme. Finally, on the basis of self-evaluations by the nurses involved, the aim was to find out how far the objectives set for the practical counselling by the nurses themselves were realised. The data were collected by means of a semi-structured questionnaire after the completion of the training course, and analysed using the method of content analysis. Percentage and frequency distributions were used for purposes of statistical description. The small sample size and the differences in the nature and goals of the health care organisations involved mean that there are important restrictions to the generality of these results. Nevertheless they give important clues for the further development of counsellor training schemes.

Attitude of Health Personnel↗

PubMedDate not supplied

"What did you say?" Using review of tape-recorded interactions to increase social acknowledgments by trainees in a community-based vocational program.

Dana and Rick, two adults with developmental disabilities enrolled in a restaurant training program, had poor prospects for long-term employment because of inappropriate social behavior. They often made no response, mumbled inaudibly, or made a negative remark when spoken to by their supervisors or other employees. Each trainee's Individual Vocational Plan (IVP) included goals of prompt and polite acknowledgement of coworker initiations. Previous efforts to improve Dana and Rick's acknowledging behavior had been unsuccessful. Throughout the study, each trainee's responses to 20 verbal initiations by coworkers (i.e., requests, questions, corrective feedback, praise, and social comments) were recorded during each of two observation periods per workshift. Throughout one of the observation periods during the intervention phases, the trainees carried in their work aprons a small, audio cassette recorder that recorded their interactions with coworkers. The primary intervention consisted of a preworkshift meeting in which the trainee and experimenter reviewed five randomly selected interactions recorded during the previous day's shift. The review included self-evaluation, praise, corrective feedback, and role-play. A multiple baseline across subjects design showed each trainee acknowledged a greater number of coworker initiations as a function of the intervention. Each trainee also acknowledged more coworker initiations during the second observation period when the tape recorder was never worn. In a subsequent intervention phase, Dana reviewed her tape-recorded interactions prior to randomly selected shifts. Rick's acknowledgments increased to a socially valid level when the review procedure was supplemented with graphic feedback. Both trainees continued to acknowledge their coworkers' initiations at levels equal to nondisabled restaurant employees when they no longer wore the tape recorder during a final phase and during follow-up observations 4 to 8 weeks later.

Adult↗

PubMed1990

[A study on the nurse's response for the clinical application of nursing diagnosis].

Although the usefulness and importance of clinical application of nursing diagnosis are well recognized by the academic circle, it is not yet generally practiced. In order to provide data for establishing a policy for clinical nursing diagnosis; a study was made at a seminar, sponsored by the Department of nursing, Severance Hospital, with participation of 190 nurses from 33 hospitals. The objective of the study was to find out: 1) if the nurses agree with the academic community in recognizing the benefits and problems of clinical application of nursing diagnosis; 2) how the nurses evaluate their ability to carry out nursing diagnosis; and 3) if educational programs would help enhance ability of nursing diagnosis among nurses. The summary of findings by the study is as follows: 1. While all nurses responded positively on the question of benefits improving science and quality of nursing, thus elevating credibility and position of nurses, some expressed concern on the practicality of the system in setting up nursing objectiveness, confirming the nursing problems and utilizing patient information. For the 20 questions and the scale of 1-5, the lowest average score was 3.223 and the highest 4.066. 2. The study attempted to find out the opinion of the nurses on the problems that would make difficult to adopt the nursing diagnosis in clinics. The result of the study indicates the nurses believe the major problems are the fact that the subject of nursing diagnosis are not well defined and that the form sheets do not match with the ones that are currently being used. However, comparing it with the result of the previous study on the same question (inadequate manpower and insufficient time allocated for the job were two major problems pointed out then). It can be said that the opinion of the nurses studied this time was much more positive and it suggests that they believe the system can be adopted without increasing manpower and only by giving additional training and by adjusting the format of nursing record sheets. It suggests that the future for adopting a clinical nursing diagnosis is very bright. 3. As the most urgent problem to be solved for adopting clinical nursing diagnosis, 38. 5% responded that it was "education of nurses", and 34.2% responded that it was "staffing adequate number of nurses". 4. For the 10 questions asked for self-evaluation of ability to adopt the system, with the scale of 1-5, average score was lower than 3.(ABSTRACT TRUNCATED AT 400 WORDS)

Education, Nursing, Continuing↗

PubMedDate not supplied

Therapeutic counseling skills of nurses working in an alcohol treatment program.

In summary, this study did show a significant relationship between the nurse counselor's therapeutic counseling skills as determined on the Barrett-Lennard Relationship Inventory and the Nursing Communication Content Evaluation form. This indicates congruence between self-evaluation and client evaluation of the nurse counselor's functioning. In addition, the seven counselors demonstrated high scores in level of regard and unconditionality of regard. The lowest scores were in the areas of congruence, empathetic understanding, and willingness to be known. Levels of education and experience were not contributing factors.

Adult↗

PubMed1982

Impact of federally mandated program evaluation.

A survey was conducted of 46 representatives from nine randomly selected community mental health centers to examine the impact of the requirements for self-evaluation in the 1975 Community Mental Health Centers Amendments (P.L. 94-63). Compliance was generally high, but considerable variability existed in the topics studied and in the amount of resources devoted to each study. The three conditions associated with the utility of a study were (1) the reason for conducting it (2) the topic of the study and (3) the role of the evaluator in disseminating the findings and making them useful. Respondents saw a need for federal evaluation requirements, but favoured self-selection of evaluation topic areas based on individual center needs.

Catchment Area, Health↗

PubMed1976

The development and evaluation of a community mental health education program for seminarians.

Because the clergy stands in an ideal position to serve the mental health needs of the community, seminaries have, for some time, included courses in pastoral counseling and related skills. While valuable, these courses tend to focus on the traditional clinical relationship excluding the broader role of community interventionist. Viewing this need, a course was developed to train seminarians in principles and practices of community mental health. The 28 students were compared to 24 controls at the beginning and end of the term. Evaluative instruments were the Community Mental Health Ideology Scale, two scales adapted from the Theological School Inventory, a self-evaluative competence scale, and a role evaluation scale. Data within a 2 X 2 X 2 design were subjected to an analysis of variance. Experimentals were found to exceed controls on the Community Mental Health Ideology Scale (p less than or equal to .001), the competence scale (p less than or equal to .01), and role evaluation scale (p less than or equal to .01).

Adult↗

PubMed1983

Self-management of disruptive verbal ruminations by a mentally retarded adult.

Chronic and high-rate disruptive verbal ruminations of a mentally retarded adult in a vocational training setting were successfully reduced following introduction of a multi-component, self-management intervention program. Self-management skills of self-monitoring, self-evaluation, self-consequation, and self-instruction were trained and then practiced in vivo. In addition to influencing the specific dependent disruptive rumination behaviors targeted for intervention, three collateral behaviors not specifically treated showed positive effects. A combined treatment withdrawal and modified changing criterion design was used to assess changes throughout phases of the study. Follow-up data obtained 6 months and again 12 months after termination of the program revealed durability of intervention effects. The practical, conceptual, and philosophic significance of these findings are noted.

Adult↗

PubMed1995

HIV agencies: can they evaluate their own services?

This paper describes the development and implementation of self-evaluation methods and guidelines in non-statutory HIV agencies that have been funded by Lothian Health. Two researchers developed this work under the aegis of the Lothian Health Centre for HIV/AIDS and Drug Studies (CHADS). It was implemented in eight agencies providing a diverse range of services. The methodology used included seminars, interviews, and self-evaluation report booklets, which the agencies completed. This process was not designed to be a full evaluation on its own, but rather used in conjunction with independent health board evaluation and monitoring systems. It proved to be an effective system and is currently being used with drug services who have already received an independent evaluation.

Community Health Services↗

PubMed1992

Continuous improvement of nursing practice: experience in Québec.

Health care professionals must be accountable for the quality of their practice and self-regulating professional organizations have the responsibility to ensure that the public receives the best possible care to which it is entitled. Québec's legislation mandates professional corporations to supervise the practice of their members. The nursing profession comes under that legislation and, at l'Ordre des infirmières et infirmiers du Québec, a program of professional inspection has existed since 1976. The philosophy of this program is based on individual and collective responsibility of nurses towards the continuous improvement of their practice and the enhancement of the quality of care they provide. Standards and criteria of competence were elaborated with the participation of groups of nurses, validated by large samples of the population and distributed to all nurses. Evaluation tools were devised and have progressed over the years. The concepts of self-evaluation (Bandura, Am Psychol 33: 344, 1978; Bandura, Prentice Hall, 1986; Knox and MacKay, Nurs Papers/Perspect Nurs 4: 17, 1982) and of self-managed collective development (Payette, Rev québécoise Psychol 5: 104, 1984) have inspired the program, allowing nurses to identify their needs, set priorities and determine their plan of action. A study to evaluate the impact of the program is now in progress. This article will describe the conceptual framework, the method of evaluation, its application, the reactions of nurses as well as some of the results observed concerning the improvement of practice and of quality of care.

Canada↗

PubMed1986

Evaluation of family therapy trainees: acquisition of cognitive and therapeutic behavior skills.

In this study, which describes the evaluation of a structural family therapy training program, we developed an evaluation procedure that can be used with other similar training programs. Trainees were evaluated before and after training as to their improvement in cognitive, case-planning and in-therapy intervention skills. Results suggest a progression of skill learning, beginning with cognitive understanding, followed by case planning, and then intervention skills. Though trainees made significant progress in cognitive and planning skills, this was not the case with intervention skills. Trainees' self-evaluations were similar to their results on other measures.

Curriculum↗

PubMed1986

Longitudinal evaluation of a self-inspection plaque index in periodontal recall patients.

This paper presents a controlled clinical trial to compare the effects of 2 programs for maintenance of oral hygiene after periodontal treatment. Oral hygiene instruction using a self-inspection plaque index was compared to traditional instruction using professional monitoring of disclosed plaque. 31 periodontal recall patients were randomly assigned to 2 groups. 15 patients in the self-inspection group were provided a manual that taught scoring of disclosed plaque on 6 teeth, a lighted dental mirror, and disclosing wafers. 16 patients in the traditional group were shown disclosed plaque in their own mouths, and were given feedback regarding oral hygiene skills. Instruction was given initially, at 2 weeks, at 1.5 months and at 3 months. The teeth were scaled at the start and at 3 months. Disclosed dentogingival plaque (before and after brushing), gingival bleeding on probing, and oral hygiene skills were assessed at 0, 1.5, 3 and 6 months. Initial mean plaque scores for only the self-inspection group decreased significantly at 1.5 months and were maintained throughout the study; however differences between groups were not observed at any time except at baseline. Gingival bleeding scores were low throughout the study for both groups. Results provide some evidence for the effectiveness of self-evaluation of disclosed plaque as a means for improving oral hygiene behavior in already-motivated patients.

Adult↗

PubMed1991

A simple guide for design, use, and evaluation of educational materials.

Few health workers in Latin America are trained in how to produce effective and appropriate health education materials. In order to provide an instrument and a strategy to help overcome this problem, the Pan American Health Organization developed an effective methodology to orient the design, use, and evaluation of health education materials. This article describes the development of this methodology and summarizes the basic operating principles and criteria for evaluation. These operating principles include developing educational materials from the community perspective, ensuring that they are an integral part of a health education program, relating them to health services delivery, pretesting the materials, and distributing instructions for use along with these materials. An evaluation scale helps health personnel assess materials that have been designed elsewhere and decide if they would be appropriate for their own target audiences. The scale also promotes self-evaluation by the community in the development of its own materials. This simple and straightforward methodology has been successfully applied in courses and seminars as well as in the design, use, and evaluation of health education materials throughout Latin America.

Evaluation Studies as Topic↗

PubMed1991

Home visiting outcomes and quality of life measures.

Public Health agencies are faced with the task of self-evaluation. For years, they have evaluated themselves solely through utilization as demonstrated by the numbers of patients that they have served. A new thrust is to change the methods of evaluation by devising and implementing a quality assurance (QA) system. Traditional QA systems focus on acutely ill patients and are based on the medical model. In contrast, public health focuses on well or chronically ill patients with services that involve mostly palliative treatment, disease prevention, and/or health promotion. The criteria used by hospitals do not apply. Thus, public health agencies are forced to review their standards and develop criteria applicable to public health. This re-examination of public health can stimulate new ways of viewing old programs and therefore, elicit information that has never been gathered before.

Baltimore↗

PubMed1979

Self-control training in the classroom: a review and critique.

Self-control training in classroom settings is becoming widespread. Establishing effective self- rather than externally controlled behavior modification programs in schools would enable children to control their own academic and social behavior, while enabling teachers to devote more time to teaching. The following components of self-control are reviewed in the present article: self-recording, self-evaluation, self-determination of contingencies, and self-instruction. Self-control strategies designed for the maintenance of appropriate classroom behavior, and issues associated with self-control training, such as the reliability of self-observation, response maintenance, generalization, and the role of external control, are examined. Finally, suggestions for maximizing the potential effectiveness of self-control training in the classroom (e.g., teaching self-observational procedures, teaching students to provide themselves with instructions and praise), as well as future areas for experimental investigation (e.g., social changes that may be associated with self-control procedures), are presented.

Adolescent↗

PubMed1983

A participative management approach for improving direct-care staff performance in an institutional setting.

The present study evaluated a participative management approach for increasing the frequency of interactions between institutional staff and severely/profoundly retarded residents. The participative management approach involved teaching staff how to use self-monitoring, standard setting, self-evaluation, and self-reinforcement procedures. These procedures were then used by staff with minimal involvement of supervisory personnel. Although supervisors provided feedback and praise to staff for using these self-management behaviors, feedback and praise were never dispensed contingent on staff interactions with residents. Results indicated that during the participative management program there was an increase in staff interactions that were contingent on appropriate resident behavior. The increase in this type of staff interaction was accompanied by an increase in appropriate resident behavior. Follow-up data on both staff and resident behaviors, although showing moderating trends, suggested generally good maintenance of the initial behavior changes. Acceptability data suggested that staff were quite receptive to the program. The advantages of participative management procedures for improving staff performance in residential settings are discussed.

Adolescent↗

PubMed1988

A simple system for auditing the quality of primary care screening in school-age children.

A system for auditing quality of care and increasing effectiveness was applied to a health screening program for school-age children and the results were analyzed during 2 subsequent years. A problem-oriented record to be filled in whenever the screening was positive represented the basic tool for the evaluation. The record was sent to the specialist who was requested to make a diagnostic assessment and a treatment plan. The same record returned back to the first-level staff thus providing feedback information about diagnostic accuracy and effectiveness of the screening. Periodic self-evaluation meetings and a tutorial system for diagnostic procedures were instituted leading to a general improvement in quality indexes.

Adolescent↗

PubMed1986

Techniques for managing the self-study.

Accreditation is a status frequently sought by institutions and programs. It is also a process that includes a self-study, an on-site visit, and a survey report. The need for self-evaluation as part of the accreditation process is well documented. Many institutions have difficulty initiating the activity of developing the self-study. This article attempts to provide assistance in preparing the self-study. It outlines the basic steps of accreditation and provides a checklist for accreditation activities. Finally, it offers suggestions for carrying out this essential component of the accreditation process.

Accreditation↗

PubMed1978

Performance documentation: how to confirm a resident's progress.

Family medicine faculty members are accountable for the quality of training and the level of proficiency that residents attain. Determination of board certification and hospital privileges is dependent on technical and affective skills as well as cognitive testing. Self-evaluation and self-education behaviors will result from placing the responsibility for documentation of satisfactory performance with the resident. "Performance documentation" is defined as those parts of an evaluation system combining a cumulative record of patient care experiences with proficiency ratings indicating performance at or above the criteria specified in a program's behavioral objectives.

Education, Medical, Continuing↗