2 pages 7hrs please

assignment 2 instruction is there, samples are there, the template that you will use is there; and relevant lectures 3 and 4.

you have to follow the instruction and see the lecutres , i.e. the slide where it discusses with tables on trainig plan etc. those are samples and you can decide which method is good one and you can adopt one but your assignment should be unique in writing

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its uploaded and is in order; starting from instruction for assignment2, then TMCE template that you will use for this assignment; the samples that have done similiar activity; the assignment 1 which has data for the training location, org, trainees # number; and finally lectures, on the lecture look at the table slides where it explain on the design plan and how its developed, etc.

Remember all six steps are relevant and one builds upon other. So, assignment 2 will utilize the assignment 1 data, read through the instructions carefully and the lectures have all the information you need to complete the second assignment. The template is there to fill in and the samples can be used as an example

Plan for Diagnosing Training Needs

Instructions for Assignment 2

Use the “TMCE Assign2 Needs Diagnosis Template ” to conduct a training needs diagnosis. This document is available in the “Assignment 2 Materials” folder of the Online Library.

Please address the following:

· Instrument design

· Information collection procedures

· Information processing

· Information analysis

· Information sources—including interviews, observations, and records within the agency, feedback from the community/clients, and review of current professional literature

If you are focusing on a real-life group of potential trainees, carry out as much of the real diagnosis as possible prior to submitting this assignment. Please note that this is not research. Training is part of normal human resource management in your organization/agency.

Training Needs Diagnosis would ideally be completed before planning your training; most people in the class will probably not have the opportunity to do a real-life diagnosis with interviews, observations, etc. before assignment 2 is due. Hence, assignment 2 should be a PLAN for how one would conduct a relevant learning needs diagnosis. Note that since diagnosis does involve review of existing documents and informal interviews, you may be able to include some actual ‘findings’ depending on what documents (e.g. reports) you can access and to whom you might talk.

After you have gathered the required information, summarize your findings and identify priority areas of skills, knowledge, and attitudes needed by the potential trainees to undertake their jobs.

Make sure to use the “TMCE Assign2 Needs Diagnosis Template ” for this assignment.

Recruitment and Involvement of Trainees

William Brieger, MPH, CHES, DrPH
Johns Hopkins University

The material in this video is subject to the copyright of the owners of the material and is being provided for educational purposes under
rules of fair use for registered students in this course only. No additional copies of the copyrighted work may be made or distributed.

awjoyan-trv
Highlight

Continued

Who Participates? Who Decides?

Is training
organized …

  In-house?
  Externally?

(if an
invitation
is received)

Who Participates? Who Decides?

Criteria: formal and informal
  Who is eligible according

personnel policy?
  Who is qualified in technical terms?
  Who has influence, connections, or seniority?
  Whose “turn” is it?

What Are the Incentives to Attend Training?

Both professional and personal
  Linked with promotion criteria
  Opportunity for self-actualization
  Travel and per diem are enticing
  Workshops offer a chance to SHOP
  Recognition upon return

Sometimes the wrong people attend for the wrong
reasons

And What Happens on Return?

Are there opportunities to practice new skills?
  Is there policy and supervisory support?
  Are there adequate resources?

Will there be jealousy and lack of cooperation among co-
workers?

Can multiplier effects be achieved by sharing and
training others?

Ensuring

Appropriate Recruitment

Spell out very clearly
in all promotional
literature

  The desired
qualifications of
potential trainees

  What the trainee
is expected to do
upon returning to
work Nurse aides are often trained

on the job in private clinics;
they are least likely to receive
training unless organizers
specify their attendance

Appropriate Recruitment

Communicate well in advance with agencies that will be
sending trainees so that management:

  Perceives a need for the training
  Develops a personal interest in the course and
  Expects successful performance from anyone it

sends for training

Continued

Appropriate Recruitment

Work with the management to make training selection a
joint process between the trainers and the agency
sending trainees

Make it clear that trainees must apply for a place in the
course and that their applications will be screened

Spell out the criteria for screening and selection

Actually apply the criteria

Recruiting Volunteers

Expectations must be:
  Realistic in terms of time, other costs, abilities
  Developed in concert with:

  Populations the volunteers will serve
  Professional staff with whom volunteers

will work

Continued

Recruiting Volunteers

Communicated clearly to:
  Those selecting the volunteer
  The volunteers themselves

Communities and Agencies: Differing Expectations?

Both want primary
care to reach
grassroots

Agency expects
management of
village drug kit

Villagers expect that volunteer will have opportunity to
improve himself

Conflicts may result

Two Aspects of Involvement

In the learning process
 Adult learning principles

  What I hear, I forget
  What I see, I remember
  What I do, I understand

Continued

Two Aspects of Involvement

In the planning process
 The training

committee
 Trainee

responsibilities for
their own learning
environment

Training Patent Medicine Vendors

Igbo-Ora, a town of
50,000

  50 PMV shops

PMVs had trade
association/guild

Opportunities for training
explained at an
association meeting

Training Committee

Association appointed a
five-member training
committee to work with the
trainers

Committee polled
members interests

Continued

Training Committee

Trainers conducted
survey and shared results
with committee

Committee decided on
curriculum

Committee Action

Planned times and
found venue (school)

Printed handout
materials

Set up the venue
each session

Kept attendance,
encouraged participation

Handled review and evaluation

Your feedback on this lecture presentation is
very important and will be used for future

revisions. Please take a moment to evaluate
this lecture. The Evaluation link is available

on the lecture page.

Lecture Evaluation

The following table details the grading scheme in this course.

· Points are awarded for timely submission of the planning matrices. Feedback will be given for improving the overall training guide. (5 points)

Assignment Value	Components	Total Possible Points
1 – Description of Potential Trainees	· Characteristics of trainees, job/role description (6 points) · Organization and community description (3 points) · Problem/training need statement (3 points) · Recruitment process explanation (3 points)	1 5
2 – Plan for Diagnosing Training Needs	· Appropriate information sources (people, documents, etc.) and methods identified ( 10 points) · Findings and priorities (10 points)		20
3 – Sample Training Objectives and Tasks		· Points are awarded for timely submission of the planning matrices. Feedback will be given for improving the overall training guide. (5 points)		5
4 – Training Methods and Resources
5 – Evaluation Plan	· Points are awarded for timely submission of the planning matrices. Feedback will be given for improving the overall training guide.
Implementation Issues Discussion Forum	· Points awarded for Posting an issue and commenting on postings of two other people
Quiz 3	· Training follow-up Issues	10
6 – Full Training Guide	· Preparation section (20 points) · Quality of objectives and tasks (10 points) · Appropriateness of methods (10 points) · Adequacy of resources (10 points) · Appropriateness of evaluation processes (10 points) · Overall flow and adequacy of the session narratives (20 points) · Follow-up plan (20 points)	100
TOTAL	200

Assignment # 2: Training Diagnosis Plan and Report Template

Training Topic: Comprehensive Training/Practical Preparation of
Healthcare Workers to Create Awareness and Provision of Efficient
Contraceptive Methods and Services ‐ for Indigenes living in the

Northwestern Communities of Haiti
TRAINING METHODS AND CONTINUING EDUCATION FOR HEALTH WORKERS

Rationale and Overview:

Following the definition of the problem, highlighted by the issue of unintended pregnancies
amongst women of reproductive age (15 to 49 years) in the Northwestern region of Haiti, this
necessitates training and continuing education of health care workers to tackle this problem. The
proposed intervention to address this issue is to train relevant stake holders on the need to
implement feasible and sustainable efficient contraceptive education/services to these
communities. As community participation is integral to the successful outcome of the program,
hence the need for the training to be inclusive of community volunteers, selected by the
indigenes and culturally acceptable to the focus group and the communities at large is
paramount. The utilization of evidence-based scientific literatures to underscore the efficiency of
the proposed contraceptive forms were explored and referenced to support the advocated
training. `

Training Needs Diagnosis Goal:

This includes to:

 Assess the knowledge, skills, attitudes and practices of the designated health care
providers(via demonstration and interviews), specifically in the Obstetrics/Gynecology
and General Family Medicine departments, in the provision of contraceptive education
and services, with emphasis on scientifically proven efficient modern contraceptive to
women of reproductive age group in our focus communities.

 Evaluate available resources to provide and sustain the proposed health services to the
communities ,the need for collaboration between health care providers and Non-
Governmental Agencies( NGOs) focused on similar goals (in this instance women’s
reproductive health) and to ensure full participation by the communities by incorporating
community nominated volunteer workers into the training/implementation of these
services.

 Establish priority of the training needs proposed for efficient contraceptive services
which is the focus of the health care providers, community volunteers, etc, who are
involved in this training program.

Instrument Design and Information Sources:

Methods employed to ascertain the needs assessment for the stakeholders were via Observation,
Documentation, and Surveys/Interviews:

Designated Health Care Providers- (Physicians, Midwives/ Nurses, Auxiliary nurses, and
other relevant allied health workers):

 Observation of the health personnel during patient contact (following informed consent
from patient) that pertains to contraception education/services.

 Documentation review via records of reproductive services regarding contraceptive

education/services

 Surveys (via questionnaires) and interviews were administered to evaluate their existing

knowledge base and skills on contraceptive options/services in general and specifically to
evaluate their perception and attitudes towards the implementation of the proposed
efficient forms of contraception services. This was done to customize training
appropriately (either for the development of new skills or for refresher trainings on
current guidelines regarding the use of efficient modern contraception -intra uterine
device(IUD) and hormonal contraceptives (depots and implants)

Head of Port-de-Paix’s Cuban Medical Brigade and the Chief Hospital Administrator:

 Question- based surveys and interviews administered to determine their understanding of

the training content and commitment to a successful outcome, by making resources
needed for the implementation/sustenance of the program, as well as willingness for
collaboration with NGOs and community volunteers.

NGO Representative (NGO on women’s health issues):

 Interviews and questionnaire administered to determine their understanding of the
training content and commitment to a successful outcome, by making resources needed
for the implementation/sustenance of the program, as well as willingness for
collaboration with NGOs and Community volunteers.

Communities:

 Focus group discussions, town hall meetings and outreach programs were scheduled and
implemented to ensure full participation/buy in on the part of the communities most
especially the target population- women of reproductive age 15 to 49 years, to evaluate
the communities perception, their needs and wants regarding the proposed services,
clarify grey areas and gear them to choose their community volunteers.

A checklist of resources (including financing, methods of presentation to training committee and
time allocation) to access feasibility and sustenance of program was drafted.

Collection Procedures to obtain Records (aimed at examining current/existing
contraceptive services):

This was achieved by:

 Accessing medical records to evaluate documentation pertaining to contraceptive services
in the departments of Obstetrics/Gynecology and General Family Medicine. (Whilst
ensuring patient confidentiality/privacy is protected)

 Through Surveys/Interviews; Questionnaires

 Observations during patient contacts (following informed consent from patient)

Review of Records obtained pertaining regards to current contraceptive practices /services:

Following the collection of records, they were reviewed, analyzed and the information obtained
used to customize the proposed training program to address the areas of need identified.
Therefore ensuring the program objectives are justified and clear to all stakeholders involved in
the proposed training- including the Health providers, The Chief Hospital Administrator, Head of
Port-de-Paix’s Cuban Medical Brigade, NGO representative and the community leaders/
nominated community workers.

TRAINING DIAGNOSIS PLAN

Audience Information

Needed
Information
Collection Method

Role of Potential
Trainees

Potential trainees
within each
multidisciplinary team
involved (Physicians,
Midwives, Auxiliary
nurses and other
relevant allied health
workers)

To determine the
concerns and issues
surrounding the low
utilization of
contraception,
especially efficient
methods.

Analyze the current
background
knowledge, attitude
and skills related in
the provision of

Surveys/interviews;
Questionnaires

Observations during
patient
contacts(following
informed consent
from patient)

To provide information
requested in real
context for all
collection methods

such services.

Identify the
loopholes and
priorities to
emphasize during
training.

Documentation of
contraceptive
services provided in
patient records, still
ensuring
confidentiality

The Chief Hospital
Administrator

To analyze
commitment to
training program, by
provision of support
and resources
needed for
implementation and
collaboration with
other relevant
parties .e.g. NGOs,
etc.

Question based
surveys

Interviews

Provide information
requested
in real context

Head of Port-de-Paix’s
Cuban Medical Brigade
from the Public Sector

To determine the
role of the public
sector input in the
proposed
intervention/training
in terms of
resources, support
and collaborations.

Question based
surveys

Interviews

Provide information
requested in actual
context pertaining to
their role

Communities:
leaders, nominated
volunteers ,focus
population and
community at large

To assess the
knowledge, attitude,
needs and wants of
the communities in
reference to
contraceptive
services.

Focus group
discussion (FGD)

Outreach programs

Personal interviews

Provide information
requested in real
context

Integrated in proposed
training to foster
community
participation/commitme
nt via choosing
community volunteers
to be involved in the
proposed training.

Accessing avenues
designed to address
concerns, questions and
ideas regarding the
proposed services to

target training and
improvement.

Records Departments

Obstetrics/Gynecology
and General Family
Departments Clinic
Records

Access medical
records for
documentation
regarding
contraceptive
education and
services

Reviewing patient
records, ensuring
confidentiality is
protected

Training group: health
personnel with access
to records ,will convey
findings to the entire
training group

FINDINGS AND PRIORITIES

Summary of Key Findings:

 Training group committed to implement and commence continuing education on
knowledge /skills required for patient counseling and provision of efficient contraceptive
methods, including the recognition of potential adverse effects and scenarios that warrant
referrals to specialist.

 Reasons attributed for the inefficient use of the existing contraceptive methods amongst
the focus group included: lack of awareness based on low education levels, poor access to
reproductive services including contraception and lack of finance.

 Reasons for not utilizing contraception at all included: beliefs and customs opposed to
using contraception, economic values attached to having children and fear of negative
consequences including perceived sterility.

 Reasons for discontinuing contraceptives were mainly attributed to adverse effects, lack

of finance and inconsistent availability of these contraceptives.

 The need to provide consistent free and/or subsidized efficient contraception exists in
these communities and this should proceed in a culturally sensitive way to ensure
community buy in/participation and hence the success of the program.

 The need to collaborate with NGOs and other health sectors in the community for their
support to advocate and ensure supply of resources needed to sustain proposed
intervention, especially if this would be at no cost or subsidized.

 It is integral that community nominated volunteers be involved in the training to bridge
any gaps in communication between the communities and health-care workers and give
insightful feedback on how best to serve these communities.

 Need to improve community accessibility to services by the provision of clinic stations
within these communities as well.

Priority Training Needs:

 To create awareness and build a fundamental knowledge base within these communities
with the help of the community volunteers. Their perception on the quality of service
provided will have a positive impact on utilization and success of the proposed services

 Provision of clinic stations within the communities – to improve access to services and

sustenance of contraception use by the recipients.

 Provision of free and/ or subsidized contraceptive services to these communities,
removing the obstacle of inadequate finances as a limitation to accessing these services. a

 Provision of regular continued education to the designated health care workers to ensure

up-to-date knowledge base, skills, feedbacks and for subsequent training of new recruits.

 Effective Monitoring / Surveillance of the utilization of the proposed services (via
community forums, patient interviews, community worker feed backs to evaluate patient/
community satisfaction or complaints, preferred services/type of contraception which will
be beneficial in future planning and for improvement purposes.

Sample Training Need Information Document attached: please see below:
Questionnaire for Health Care Providers (For Physicians and Midwives / Registered
Nurses)

Name: ___________________________________ Date: ___________________

Instructions: Circle the letter(s) for all that apply. (Some questions may have more than one correct

answer.) Follow specific directions for each section.

Multiple Choices
For each of the following questions, circle the letter(s) of the correct answer(s).

1. Which of these are examples of effective nonverbal behaviors?

A. Leaning forward, facing client

B. Nodding your head
C. Using short prompting words to make sure the client understands
D. Open and relaxed body posture (arms and legs uncrossed)
E. Using a warm and caring tone of voice

2. What do you say to a client to assure them of confidentiality?

A. That you will not tell anyone else what the client says or tells you
B. That her record will be kept along with other client’s records in the clinic’s record room
C. That only the doctor will see her record.
D. It is best to not discuss it.

3. Which of the following is true of informed choice?

A. It is only necessary if men and women are making a decision about sterilization.
B. It is based on the information given by the provider.
C. Clients need to be able to choose their method from an array of FP options.
D. The provider can make the decision after she has informed the client about the method.

4. For the best outcome for the mother and her infant, how long after birth should she wait before

trying to become pregnant?

A. Any time, as long as she wants to get pregnant
B. Two years
C. Six months
D. Three years

5. Which hormonal FP method might be more challenging for women to use?

A. The Pill (oral contraceptives) because a user has to remember to take a pill every day

B. The IUD because it is inserted by a provider

C. The implant because when it is inserted it is effective for a long time.

D. Sterilization because it is only suitable for women who want no more children.

6. If a client is unsure about which method to use, the provider should

A. Tell the client which method you think is best for her
B. Give her information about all of the methods and tell her to go home and think about it
C. Explore with the client about which method would fit best with her daily life, her present

family life and her goals about having more children
D. Don’t mention any method that you think the client might not be able to use correctly.

7. Which is the best way to counteract a rumor about an FP method?

A. Tell the client that the rumor is very silly.
B. Ignore it because it is just a rumor.
C. Tell the client that people who believe such rumors are stupid.

D. Politely explain that the rumor is not true and why it is not true.

8. Which are examples of open‐ended questions?

A. What do you know about the pill?
B. Have you heard about the IUD?
C. What have you heard about the IUD?
D. Do you want to have more children?

True or False
Circle true or false for each statement.

The provider should avoid discussing rumors that the client has
heard.

True False

Clients are more willing to continue using a FP method if they have
been informed about possible side effects.

True False

A good counseling session is one that the provider leads and keeps
control of the discussion.

True False

It is acceptable for the provider to persuade the client to use a
method if it is the best method for her.

True False

Active listening involves both verbal and non‐verbal
communication.

True False

During counseling, you should not discuss the client’s sexual
activity because it is too personal.

True False

A counseling tool is useful because it helps the counselor organize
her thoughts and helps guide decision‐making for the client.

True False

Helping the client to carry out his or her decision is the 4
th
stage in

family planning counseling.
True False

The provider should question the client closely about their
knowledge of and attitudes toward family planning methods.

True False

Couples should not be counseled together because it is best to
counsel them individually.

True False

Fill in the Blank
Fill in the correct answers

Name at least 3 of the 4 questions you should ask to identify methods suited to your client’s
needs and goals. a) b) c) ______________

TrainingMethods and Continuing Education 1

SAMPLE TRAINING DIAGNOSIS PLAN

Practical Preparation of Waterless Alcohol Hand Rub,
Sharps Containers and Personal Protective Equipment (PPE)

From Locally Available Supplies
In Addis Ababa, Ethiopia

1. BACKGROUND (FROM ASSIGNMENT 1)

Hospital and Community Setting: Employees are working in a medium size government
hospital located in the center of the capital city Addis Ababa, Ethiopia. The majority of the
patients served in the hospital are homeless or impoverished inner city clientele with high rates
of HIV, STIs and TB as well as other infectious diseases. Around 275-300 patients are seen in
the hospital every day, and there are 175 beds. The hospital has a limited budget dictated by the
regional health bureau, and often lacks basic items such as gloves and syringes. There is a very
poor drainage system in the hospital, with non-functioning sinks and toilets in patient and doctor
areas with no running water and sporadic electricity.

Training Issue: Nosocomial infection rates are very high, and patients often have to extend their
stay due to hospital acquired infections. This is costly for the patient with purchasing meds and
hospital costs. It is also harmful to the health of all patients, in particular for those immuno-
compromised. Among the healthcare workers, there is no standardized hand washing practice,
compounded by the non-functioning plumbing system of the hospital. In addition, there is a very
high rate of needles pricks in healthcare workers from used patient needles. The cleaning staff
are regularly out of work due to sickness, and rarely use protective equipment while working in
the wards.

Participants: Proposed 25 trainees for the first round; The Training organizer (head of
Infection Prevention Committee) shall discuss with the Medical Director regarding the
recruitment and selection of the participants from the hospital. A formal request for training
participation will be sent.

6 Nurses (1 from each major department of the of the hospital – Obstetrics, Gynecology,
Surgery, Internal medicine, Pediatrics, and outpatient departments) –
Educational level: Diploma or Degree in nursing; majority are women. They spend a
significant time with patients, and are susceptible to needle pricks and causing
nosocomial infections.

10 Health Assistants (Nurse Assistant level – From each of the departments listed above) –
Educational level: high school; mixed gender. The health assistants have the most contact
with the patient, are susceptible to needle pricks and can also easily cause nosocomial
infections such as with catheters, or without hand washing. They could be in charge of
preparing the handrub for nurses and doctors, in addition preparing sharps containers and
PPE.

2 Central Supply workers – Educational level: University degree. They manage
purchasing the supplies in the hospital. They can be an integral part in collecting

Training Methods and Continuing Education 2

materials from the hospital and transforming them into sharps containers and PPE. Also,
lobbying for the purchse of glycerine and alcohol for the handrub.

1 Sanitarian (Environmental Health specialist) – Educational level: University degree.
This person is in charge of the overall waste management and infection control of the
hospital. They can manage and supervise the sharps disposal and use of PPE in the
cleaning staff.

4 Cleaners: Educational level: basic reading and writing skills. They currently are
responsible for collecting sharps and dealing with medical waste. They will also help in
preparation of PPE.

1 Administrator – Educational level: University degree. This person is in charge of
making financial and administrative decisions of the hospital through communication
with the Medical Director regarding budget, procurement etc.

1 Regional Health Bureau Representative – This person will be critical to the
sustainability of the initiative and can influence other government hospitals in the country
to start creating these materials.

2. RATIONALE AND OVERVIEW

Training Needs Diagnosis Goal: To determine the current attitudes, knowledge and practice of
hand washing and use of personal protective equipment among health staff, as well as the
commitment of the decision makers of the hospital to Infection Prevention. To assess the
availability of supplies to be used for PPE and hand rub preparation. To assess the amount of
knowledge retained by potential trainees, who, in the past, have received some sort of IP
knowledge update.

Instrument Design: Several instruments were used in this needs assessment:

• Questionnaire for health workers trained in IP in all target departments on retained
knowledge of basic infection prevention practices

• List of questions for the health workers; questions for medical director and administrative
manager; and questions for the group analysis with the Infection Prevention Committee
(IPC).

• Checklist of materials needed for preparing alcohol hand rub and PPE from locally made
supplies

Information Collection Procedures: The Medical Director of the hospital was consulted and
gave approval for the assessment. The IPC was also consulted and a member co-led the
assessment to ensure ownership of the findings. The IPC formed the basis of a Training
Committee as its members represented different types of staff and departments. Additional
people were co-opted to round out representation. The instruments were developed with the IPC.
Members of the committee divided the tasks to shorten time of collection and work-load burden.

Information Processing and Analysis: The findings were reviewed by the Medical Director,
head of the IPC and the trainers. The information is under analysis with the IPC.

Training Methods and Continuing Education 3

3. TRAINING DIAGNOSIS PLAN

Audience Information Needed Information

Collection Method

Role of Potential
Trainees

Potential
trainees in
each
profession

Current attitude and
practice regarding hand
washing and use of PPE.
To collect concerns,
questions and ideas about
these issues and the
upcoming training (i.e.,
what do participants feel
they need to learn)

Interviews using a
questionnaire geared
towards each
profession

Training Committee
involved in
questionnaire design
and reviews for
content validity

Potential
Trainees in
each
profession

The current knowledge
level of the previously
trained staff on basic IP
practices

Questionnaire

As above

Medical
Director and
Administrative
Manager

To assess the commitment
of both to providing extra
supplies, support and
incentives for the new IP
campaign

Interview with
prewritten questions

Training Committee
helps pose questions
for management

Infection
Prevention
Committee
(IPC)

To determine what the
current action plan for the
committee is, to identify
necessary trainings. To
involve the committee in
the assessment and training
for ownership.

Preliminary Group
Discussion Analysis

Training Committee
meets with IPC

Infection
Prevention
Committee

To review past activities of
the IP committee and
review future plans,
problem solving
techniques, etc.

Review meeting
minutes of IP
committee

Training Committee
discusses critical
incidents reported in
minutes

Central
Supply Staff

To assess the availability
of materials to make PPE,
hand rub, and sharps
containers.

Observation and
interview using a
checklist of necessary
vs. actual

Training Committee
discusses results of
observations (Note
observations by co-
workers may be
awkward, hence
trainers observe)

Training Methods and Continuing Education 4

Audience Information Needed Information
Collection Method

Role of Potential
Trainees

Health Staff in
all targeted
wards

To observe the current
practice of hand washing
and disposal of sharps and
use of PPE. To assess the
current attitude regarding
job tasks and interaction
with patients.

Observation As above

Records
Department

To find if records on
Healthcare worker needle
sticks are available and
documented

Reviewing Employee
Health Records

Training Committee
participation depends
on confidentiality
issues; trainers may
summarize relevant
issues to present to
Training Committee

Records
Department

To analyze the absenteeism
of health workers due to
illness, see if there is
correlation with profession

Reviewing Employee
absenteeism records

As above
Records
Department

To assess whether records
of nosocomial infections
are present, or records of
outbreaks of infections in
wards

Reviewing patient
records, and hospital
records about
nosocomial infections,
review of hospital
based surveys and
studies on nosocomial
infections.

Training Committee
members who have
permission to access
files and records may
summarize these for
the group after
observing appropriate
confidentiality

4. FINDINGS AND PRIORITIES

Key Findings:

• There is no formal needle stick reporting system, but heard from word of mouth that
surgery is more of a problem than others.

• There are no records or surveys of patient hospital acquired infections
• Alcohol is readily available, but glycerin must be purchased for the hand rub. Most

supplies for making PPE will have to be purchased outside the hospital. Sharps containers
can be found in the hospital.

• The Medical Director, Admin manager and Central supply staff are enthusiastic about IP
and are ready to contribute to the sustainability of the program through purchasing,
allocating budget (small but something), and incentives for healthcare workers for the
future. Glycerin can only be bought limitedly, so need for improving access to water for
staff other than doctors.

• The IP committee was planning on having a refresher course for its staff on IP, but was
unsure of how to increase hand washing, proper disposal of sharps and where to acquire

Training Methods and Continuing Education 5

PPE. IP committee also wants to use the training opportunity to get feedback from staff
about the trainings and what they see best for the future (create evaluation forms and
suggestion forms, involve staff more in IP committee meetings)

• Cleaners are frequently out sick, more than any other profession
• Staff has a relatively low retention of the basic Infection Prevention practices, and need a

brief knowledge update. They also requested that they want a mechanism to provide input
for future IP activities, such as a suggestion box.

• Staff are enthusiastic about their work, and are ready to learn, improve and be creative.
There is strong leadership in the hospital, and there are motivational signs around the
hospital promoting infection prevention. There is a strong desire to improve IP practices
in the hospital as this hospital is a model site for IP. They have ideas about fixing jugs
with taps in each room due to no running water.

Priority Training Needs:

• Brief IP knowledge update needed for staff (At beginning of the course)
• Need to train staff how to document needle-sticks and nosocomial

documentation/reporting while a formal system is put into place.
• Different needs for different professions, suggestion to break up training in afternoon into

profession groups to learn what is most relevant to their work. These sessions to be taught
by the IP committee staff for ownership.

• Creation of water jugs with taps to be included as part of the training (in addition to hand
rub)

Instructions for Critique & Analysis

The class will watch seven video cases that raise issues/offer insight about the process of marketing within diverse organizations. Your role is to identify the issue being discussed, apply concepts from class during that chapter being read in the textbook and analyze to identify the lessons possible to learn from what you observe, and to connect these to your own experiences.

DO NOT DESCRIBE WHAT IS GOING ON THE VIDEO. Your response to the questions posed and the comments you make will be incorporated in your contribution to class discussion.

Please prepare a 1.5-2 page double spaced critique of each video found in each Week’s Assignment folder. Analyze the main points from the video and how it relates to the following:

· Concepts in the respective reading and classroom discussion

· Your personal and professional understanding of marketing, advertising and sales concepts

Components	Descriptions
1. Organization and community description/context	The trainees will be based in Vietnam northern province of Ha Noi. It will be facilitated and provided by G-Link. The G-Link is a community-based organization that was established by Lê Minh Thành, a trained community health worker (Glink Ha Noi, 2019). The main objective for this training event is to provide and improve HIV/AIDS testing services in close proximity to the community, especially in most vulnerable segments. This training event will cover communication skills and counseling, which are critical in enhancing the awareness creation and testing of HIV/AIDS. Background Information: Vietnam is a country that has, for a long time, been classified as a developing country. However, it has experienced healthcare problems as it has been transitioning to one of the fastest-growing economies. The country has a population of about 97 million, and 8.4% of the population lives below the poverty line (Diem & Van Hoang, 2018). Program for Appropriate Technology in Health (PATH) in Vietnam, in association with the government, are advocating for HIV lay testing and self-testing as a way of reducing HIV new infections. Residents in the rural provinces in northern Vietnam, especially the LGBT+ community, are stigmatized and hence often shy away from seeking HIV testing services from the health facilities. These residents are vulnerable to HIV/AIDS due to risky sexual behaviors, including unprotected sex and illicit drug use. The silence by the LGBT+ community in rural areas has exposed many to the risk of HIV/AIDS as there is little knowledge on the prevention and management of the disease.
2. Problem/training need statement	Communities living in areas with few HIV testing centers are faced with challenges, especially of lacking the necessary care when HIV positive. This is especially when the issues cannot be openly talked about due to the cultural challenges. This leaves many people exposed to the risk of infection due to ignorance (Bui et al., 2018). Community Health Workers (CHWs) and Social Workers (SWs) provide essential services directly to the communities where hospitals and health facilities are not able to reach. Therefore, this training program aims targeting up to ten teams (consisting of 2-3 members/team) of CHWs/CWs, which will be based in the northern province of Ha Noi for awareness creation, testing, preventive measures and control of HIV/AIDS. The trainees will be educated on the proper testing methods to be utilized as well as counseling residents living with HIV/AIDS. The training event will also focus on the prevention of new infections through establishment of proper preventive measures, i.e. efforts to ensure those who are involved in high risk sexual behaviors use HIV Pre-Exposure Prophylaxis (PrEP) pills. After the successful completion of training, trainees will be encouraged with initiatives to create awareness, reduce stigmatization and support people living with HIV/AIDS and the preventive strategies that can be applied at the community level, since every individual in these communities is considered highly vulnerable to the disease.
3. Characteristics of trainees, job/role description	Role#1: Community health workers (4 per team) total: 40 positions Description: community health workers are an integral part of the project. They will be responsible for referring community members to the testing stations. This requires that they should be able to coordinate and manage the flow of people as well as assisting individuals in finding relevant information. They should also have a good understanding of the initiative and the local language so that they answer the questions of people as they wait for testing. Apart from this, they are required to provide appointments and referrals. They should also be able to carry out HIV lay testing and educating people on self-testing Desired Characteristics: A person with excellent communication skills, polite, friendly, prepared to work in a team, and flexible in their schedule. Eligible: Males and females with college diplomas Role #2: Social Workers (5 in a team) Total: 50 positions Description: The social workers will be involved in teaching the communities about HIV/AIDS, prevention measures, and management. They will also be involved in counseling, especially those who have tested HIV positive. Desired characteristics: An individual with good communication skills, patience, charming, focused, ability to work in a team and respect for the coworkers. Eligibility: Male and females with a bachelor’s degree or diploma in social work. Role #3: Province Administrator (1 position) Description: this is the person who will be responsible for coordinating all the activities in the province. This includes ensuring the supplies are delivered to all the ten villages; provide feedback to the Glink and weekly data. Desired Characteristics: a good team leader, motivator, excellent communication skills, proper planning, and organization skills. Eligibility: A male or female with experience in leadership and a degree in business administration.
4. Recruitment process explanation	The applicants will be sought through direct applications or volunteer applications in G-Link. The communication on successful applicants who qualify for interviews will be made directly using emails and phone numbers. All the applicants must be willing to work in the northern province for one year. The applicants for role #3 must be critical thinkers and ethical decision-makers, and this must be demonstrated during the interview.
(Any other relevant information)

References

Bui, Q. T. T., Brickley, D. B., & Hills, N. K. (2018). Home-based care and perceived quality of life among people living with HIV in Ho Chi Minh City, Viet Nam. AIDS and Behavior, 22(1), 85-91.

Diem, H. X., & Van Hoang, T. (2018). Multidimensional poverty in Viet Nam: Evidence from a rural household survey (No. 2018/127). WIDER Working Paper.

G-Link (2019). Home/Services. Retrieved from

https://www.glinkvn.com/en/about-us/

on 01/22/2020

Name(s):
Training Topic: Cushing’s Disease Clinical Trial Nurse Coordinator Training

Training Diagnosis Plan and Report Template

Instructions: If more than one person is working as a group on this assignment, ensure all names appear at the top of this paper. In
Step 1 add as many rows as needed for your particular setting. Note that you may not be able to gather all information you list in Step
1 prior to submitting this assignment. Even so, please list all the information you ideally would like to collect. Mention any gaps in
Step 2 and indicate if and when such information might be available. If there are such gaps, Step 3 may be a best guess scenario for
now, and of course it can be revised if more information comes in before you finish your training guide. If you are not physically
present in the location for which the training is designed, you may need to rely on e-mails, Skype calls, documents from the internet
and of course your own experiences for information on training needs.

1. Plan for Gathering Training Need Information

Audience (e.g. potential trainees,
supervisors, community members,
the agency staff)

Information Needed Information Collection
Method (e.g. interview, pre-test,
document review, observation
checklist, record review, FGD)*

Role of Potential Trainees
(e.g. Training Committee helps
design instrument, moderates focus
groups)

Endocrinology Clinical Trial
Nurse Coordinators

Existing understanding of the
approach /steps required in
recruiting, screening, enrolling
and communicating the details
of a research protocol to
patients with Cushing’s
disease

Advisory Board of clinical
trial nurse coordinators,
patients, patient advocates

Training Committee helps to
develop the advisor board
discussion guide and related
questions

Endocrinology Clinical Trial
Nurse Coordinators

Current understanding of the
psychosocial symptoms and
factors that affect patients with
Cushing’s disease, which may
potentially impact patient
participation in a clinical trial

Pre- and post-tests to identify
and directly measure
learning/practice gaps and
compare outcomes between
the pre- and post-training
settings

Training Committee helps to
craft the questions and also
evaluates/compares the pre- vs
post-test findings

Name(s):
Training Topic: Cushing’s Disease Clinical Trial Nurse Coordinator Training

Endocrinology Clinical Trial
Nurse Coordinators

Ability to administer a Quality
of Life/Patient Reported
Outcomes survey to patients
as part of the research
protocol, without introducing
bias

Observation of the trial
coordinators administering the
questionnaires to patients

Trainers conduct the
observation, review and
discuss observation findings
and provide feedback directly
to the trial coordinators for
improvement

Endocrinology Clinical Trial
Nurse Coordinators

Utilization of a nurse-to-
patient checklist to 1) assess
patient’s potential
participation/eligibility in the
research protocol and 2) to
facilitate communication
between trial coordinators and
patients

Observation of the trial
coordinators’ utilization of the
checklist; interviews of the
coordinators with prewritten
questions related to ease-of-
use of the checklist

Training committee helps to
design the checklist and
follow-up interview questions.
Trainers conduct the actual
observation, review and
discuss observation findings
and provide feedback to the
trial coordinators for
improvement

Institutional Review Board
(IRB)

Approval of the IRB must be
sought for all materials related
to the research protocol and
related training

Group Discussion Training Committee must
meet with the IRB and discuss
all aspects of the training; all
materials related to the
protocol (e.g. checklists,
Quality of Life questionnaires)
and to the training should be
submitted to the IRB for
review and approval

Trial Investigators To assess understanding of the
obligations required and
overall support of the trial
investigators who are
ultimately responsible and
accountable for every aspect
of the research protocol

Interviews Training Committee meets
with Trial Investigators to
outline/review/discuss the
training plan of action

Name(s):
Training Topic: Cushing’s Disease Clinical Trial Nurse Coordinator Training

*If needed, describe additional details on instrument design, information collection procedures, information processing, information
analysis, etc., here 

2. Summary of Key Findings (Mention what information is available to date such as from documents or surveys and say what

will be collected later)

According to the findings of a recent advisory board conducted in June 2013, trial coordinators identified significant challenges to face
when conducting a research protocol in Cushing’s disease that need to be addressed. Particular gaps included:

 Challenges in Cushing’s disease patients’ psychosocial symptoms impacting their potential trial participation
 Complicated trial visit schedules require clear explanation to patients

See attached page 4 for additional findings from the advisory board.

Additional data to be collected at a later date (TBD)

3. List of Priority Training Needs (You may need to make assumptions for now based on limited available information and

update as you go along)

 Need to train the trial coordinators on the psychosocial symptoms that may impact patients’ emotional status, eligibility and
overall participation in a clinical trial

 Need to train the nurse coordinators on how they approach and communication with patients at the recruitment, screening,
enrollment and monitoring stages of the research protocol in a health literate, patient friendly method (e.g., clearly explain
what is placebo, what is randomization, etc)

 Creation of a nurse-to-patient checklist, along with a calendar template to more clearly describe to the patient expectations and
time commitment required

4. Attach sample training needs information collection instruments Note: see page 5 for sample of data collection instrument

Name(s):
Training Topic: Cushing’s Disease Clinical Trial Nurse Coordinator Training

Note to Advisors of Cushing’s Disease Clinical Trial Advisory Board

The feedback provided at the June 2013 by patients, patient advocates, caregivers and research nurses on trials involving
patients with Cushing’s disease was greatly appreciated. The advice provided important insight for the clinical development
team as they move forward with administering the protocol.
Key takeaway points for the clinical team included but were not limited to:

 Developing a “doable” visit schedule for patients with Cushing’s disease.
o The clinical team is following up to evaluate the time to receive Urine Free Cortisol results from the central lab.

 Consideration of allowing a “window” around visit dates in the protocol.
 Consideration for the transportation / travel issues for patients with Cushing’s disease.
 Consideration of the time commitment involved by the patient for follow up.
 Consideration of the challenges for completing QoL questionnaires when the patient’s focus and attention is challenged

o We have already investigated the possibility of providing a verbal format for QoL questionnaires, but this will
not be possible as the tool is validated in written format only.

 Need to develop patient/caregiver materials related to the trial including:
 Checklist for research nurses
 Calendar template clearly describing the patient expectations
 Dear Colleague letter (incl. postage if possible) for the investigator to use to let referring physicians know of the trial
 Need to develop patient / caregiver educational materials describing clinical trials

Name(s):
Training Topic: Cushing’s Disease Clinical Trial Nurse Coordinator Training

Sample Discussion Guide Instrument

 What expectation do you have, or what is most important, when considering enrolling a patient with Cushing’s disease
in a clinical trial?

 Are there any best practices to share regarding tips and talking points for patients considering taking part in a trial?
 Does the reason for conducting the study make sense from a patient’s perspective?
 Do you have any concerns about the treatment plans and arms?
 What could potentially be an obstacle for patients to stay on the trial until study end?
 What might be a patient or advocate’s concerns prior to study entry?
 What is the most important aspect that a patient might consider to enroll in the study?
 What can we include in the informed consent to better explain the trial to participants?
 Any other suggestions to improve understanding of the trial by potential patients?
 Do you have suggestions on making the visit assessment more patient-friendly?
 Do you foresee any issues with the visit schedule for patients? If yes, please elaborate
 Do you believe the visit schedule will be easy to follow for patients? If no, about which visits and/or assessments do you

have concerns?

Name(s):

Training Topic:

Training Diagnosis Plan and Report Template

Instructions: If more than one person is working as a group on this assignment, ensure all names appear at the top of this paper. In Step

add as many rows as needed for your particular setting. Note that you may not be able to gather all information you list in Step 1 prior to submitting this assignment. Even so, please list all the information you ideally would like to collect. Mention any gaps in Step 2 and indicate if and when such information might be available. If there are such gaps, Step 3 may be a best guess scenario for now, and of course it can be revised if more information comes in before you finish your training guide. If you are not physically present in the location for which the training is designed, you may need to rely on e-mails, Skype calls, documents from the internet and of course your own experiences for information on training needs.

1. Plan for Gathering Training Need Information

Audience (e.g. potential trainees, supervisors, community members, the agency staff)

Information Needed

Information Collection Method (e.g. interview, pre-test, document review, observation checklist, record review, FGD)*

Role of Potential Trainees (e.g. Training Committee helps design instrument, moderates focus groups)

*If needed, describe additional details on instrument design, information collection procedures, information processing, information analysis, etc., here (

2. Summary of Key Findings (Mention what information is available to date such as from documents or surveys and say what will be collected later)

3. List of Priority Training Needs (You may need to make assumptions for now based on limited available information and update as you go along)

4. Attach sample training needs information collection instruments

PAGE

DiagnosingTraining Needs

William Brieger, MPH, CHES, DrPH
Johns Hopkins University

Section A

What Information Is Needed?

The material in this video is subject to the copyright of the owners of the material and is being provided for educational purposes under

rules of fair use for registered students in this course only. No additional copies of the copyrighted work may be made or distributed.

Diagnostic Questions

What tasks do the workers have to do (job description)?

Have their tasks changed recently?

Are the workers actually practicing their assigned tasks?

What do the workers already know about their tasks?

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