Pub Date : 2023-05-29DOI: 10.1177/14779714231180300
Abigail M Holder, Nicholas C. Derzis, Margaret Shippen, Jinhee Park
In 2018, the Bureau of Justice Statistics released the results of a nine-year longitudinal study that among 412,731 inmates released in 2005, 84% of them were rearrested. This high recidivism rate shows a clear need for reentry intervention to reduce these rates. A key part of reentry intervention should include career readiness, which helps individuals attain skills and education that are congruent to the skills needed in the labor force. Providing career assistance and interventions to those entering the workforce is understanding an individual’s desire and motivation in career and education, and negative career thoughts predict job attainment and satisfaction. The purpose of this study was to examine the career thoughts of incarcerated students and determine if intersections of their identities effect their career thoughts using the Career Thoughts Inventory and demographic information. The intersections examined include (a) re-offense, (b) disability status, (c) education level, and (d) employment experience. This study focuses on investigating the career thoughts of incarcerated students at a technical college serving only incarcerated adults. Results of this study indicate that these intersections do not have a significant difference with incarcerated students’ career thoughts.
{"title":"Career Thoughts of Incarcerated Students","authors":"Abigail M Holder, Nicholas C. Derzis, Margaret Shippen, Jinhee Park","doi":"10.1177/14779714231180300","DOIUrl":"https://doi.org/10.1177/14779714231180300","url":null,"abstract":"In 2018, the Bureau of Justice Statistics released the results of a nine-year longitudinal study that among 412,731 inmates released in 2005, 84% of them were rearrested. This high recidivism rate shows a clear need for reentry intervention to reduce these rates. A key part of reentry intervention should include career readiness, which helps individuals attain skills and education that are congruent to the skills needed in the labor force. Providing career assistance and interventions to those entering the workforce is understanding an individual’s desire and motivation in career and education, and negative career thoughts predict job attainment and satisfaction. The purpose of this study was to examine the career thoughts of incarcerated students and determine if intersections of their identities effect their career thoughts using the Career Thoughts Inventory and demographic information. The intersections examined include (a) re-offense, (b) disability status, (c) education level, and (d) employment experience. This study focuses on investigating the career thoughts of incarcerated students at a technical college serving only incarcerated adults. Results of this study indicate that these intersections do not have a significant difference with incarcerated students’ career thoughts.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44394112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.1177/14779714231170528
I. Traina, A. Mannion, S. Gilroy, G. Leader
This systematic review aimed to determine what existing job transition programs are evidence-based and methodologically founded. The PRISMA method was used for the review, and the inclusion criteria were to include studies where there were a description of transition programs and functional curriculum for acquiring employment competences; internship experiences in employment context; single-case or group-design studies with youths as participants; and diagnosis of intellectual disability. Forty-six studies were initially selected, and three final articles met all the criteria set for assessing the methodology quality. Although the review results show that more research is needed to provide empirical programs for enhancing the acquisition of employment capabilities, some evidence emerged from the analysis of studies. These concern mainly four aspects: curriculum contents facilitating the development of self-determination and the acquirement of job-related skills, chance to have individualized internships, support of job coaches, and technological solutions and programs anchored in community-based settings.
{"title":"Systematic Review of Job Transition Programs Addressed to Youths With Intellectual Disability","authors":"I. Traina, A. Mannion, S. Gilroy, G. Leader","doi":"10.1177/14779714231170528","DOIUrl":"https://doi.org/10.1177/14779714231170528","url":null,"abstract":"This systematic review aimed to determine what existing job transition programs are evidence-based and methodologically founded. The PRISMA method was used for the review, and the inclusion criteria were to include studies where there were a description of transition programs and functional curriculum for acquiring employment competences; internship experiences in employment context; single-case or group-design studies with youths as participants; and diagnosis of intellectual disability. Forty-six studies were initially selected, and three final articles met all the criteria set for assessing the methodology quality. Although the review results show that more research is needed to provide empirical programs for enhancing the acquisition of employment capabilities, some evidence emerged from the analysis of studies. These concern mainly four aspects: curriculum contents facilitating the development of self-determination and the acquirement of job-related skills, chance to have individualized internships, support of job coaches, and technological solutions and programs anchored in community-based settings.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43958858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-20DOI: 10.1177/14779714231170755
Patric Raemy, Lona Widmer, Antje Barabasch
This study’s goal was to explore how new learning cultures might capture the many new needs of the retail industry sector and how apprentices can be trained for future work. Due to the inductive nature of this study, we found a rather implicit but important role of vocational education and training in retail that promotes the social advancement of apprentices with diverse social backgrounds. The narratives of 45 interviews with various actors involved in workplace training in one of the largest Swiss retail company revealed (1) how low-threshold and equitable access to training enables participatory engagement and self-determined success, (2) how trainers identify with social roles that are not explicitly required but are relevant for apprentices, and (3) how apprentices are given many opportunities during and after training to increase their social status. The study also revealed hindering factors such as the time and effort for the implementation of a new learning culture that affects all actors involved in workplace training. Second, are resistant negative social reproduction cycles and the heterogeneity of social backgrounds among the apprentices. Bridging this gap is simultaneously a goal and challenge for workplace training.
{"title":"“Those Who Would Have Drifted Off Somewhere…” promoting social advancement with new learning cultures in retail","authors":"Patric Raemy, Lona Widmer, Antje Barabasch","doi":"10.1177/14779714231170755","DOIUrl":"https://doi.org/10.1177/14779714231170755","url":null,"abstract":"This study’s goal was to explore how new learning cultures might capture the many new needs of the retail industry sector and how apprentices can be trained for future work. Due to the inductive nature of this study, we found a rather implicit but important role of vocational education and training in retail that promotes the social advancement of apprentices with diverse social backgrounds. The narratives of 45 interviews with various actors involved in workplace training in one of the largest Swiss retail company revealed (1) how low-threshold and equitable access to training enables participatory engagement and self-determined success, (2) how trainers identify with social roles that are not explicitly required but are relevant for apprentices, and (3) how apprentices are given many opportunities during and after training to increase their social status. The study also revealed hindering factors such as the time and effort for the implementation of a new learning culture that affects all actors involved in workplace training. Second, are resistant negative social reproduction cycles and the heterogeneity of social backgrounds among the apprentices. Bridging this gap is simultaneously a goal and challenge for workplace training.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"121 1-2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41305923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1177/14779714231170537
R. Cox
This article explores the perspectives of immigrant student-parents who pursued post-secondary education at one community college in the Lower Mainland of British Columbia, Canada. Drawing from interviews with 10 women who had immigrated to Canada as adults, this analysis focuses on the experiences and pathways of the immigrant student-mothers into career preparation programs at the college. The accounts of these women illuminate tensions among the multiple identities that they navigated in the process of making a new life in Canada. Key themes I explore from their accounts include narratives of job downgrading and underemployment; the gendered complexity of navigating post-migration employment and child-rearing; and the emotional weight of navigating multiple identities as college students. Ultimately, this analysis highlights the emotional labor undertaken by immigrant mothers in a larger system of inequities in immigration, employment, and education.
{"title":"Navigating Intersecting and Conflicting Identities: Experiences of Immigrant Mothers at a Canadian College","authors":"R. Cox","doi":"10.1177/14779714231170537","DOIUrl":"https://doi.org/10.1177/14779714231170537","url":null,"abstract":"This article explores the perspectives of immigrant student-parents who pursued post-secondary education at one community college in the Lower Mainland of British Columbia, Canada. Drawing from interviews with 10 women who had immigrated to Canada as adults, this analysis focuses on the experiences and pathways of the immigrant student-mothers into career preparation programs at the college. The accounts of these women illuminate tensions among the multiple identities that they navigated in the process of making a new life in Canada. Key themes I explore from their accounts include narratives of job downgrading and underemployment; the gendered complexity of navigating post-migration employment and child-rearing; and the emotional weight of navigating multiple identities as college students. Ultimately, this analysis highlights the emotional labor undertaken by immigrant mothers in a larger system of inequities in immigration, employment, and education.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42245833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1177/14779714231169684
Adult learning policies need to be based on an understanding of the inequalities in the uptake and benefits of learning and why adults might not participate. This needs to go beyond a mere insight in barriers that, once removed, do no longer provide a reason for adults not to participate. This article aims to delph deeper in understanding what makes adults choose to learn. It starts by applying a capability approach perspective to adult learning to evaluate whether adults have freedom to value learning and, whether they can effectively turn this freedom into learning. This conceptual framing puts certain concepts in the spotlight, namely, ‘agency’, ‘conversion factors’ and ‘benefits of learning’, which were further explored through a narrative literature review analysing 109 articles. This resulted in an exploration of these concepts and their interplay feeding into a conceptual model, opening new perspectives for evaluating whether adults have equal opportunities to value adult learning and turn their willingness into actual learning. This model supports future empirical studies aimed to understand participation and non-participation of adults in learning that can in turn feed policy makers with better insights and tools to develop interventions actually provide the right encouragements for adults to learn.
{"title":"What makes adults choose to learn: Factors that stimulate or prevent adults from learning","authors":"","doi":"10.1177/14779714231169684","DOIUrl":"https://doi.org/10.1177/14779714231169684","url":null,"abstract":"Adult learning policies need to be based on an understanding of the inequalities in the uptake and benefits of learning and why adults might not participate. This needs to go beyond a mere insight in barriers that, once removed, do no longer provide a reason for adults not to participate. This article aims to delph deeper in understanding what makes adults choose to learn. It starts by applying a capability approach perspective to adult learning to evaluate whether adults have freedom to value learning and, whether they can effectively turn this freedom into learning. This conceptual framing puts certain concepts in the spotlight, namely, ‘agency’, ‘conversion factors’ and ‘benefits of learning’, which were further explored through a narrative literature review analysing 109 articles. This resulted in an exploration of these concepts and their interplay feeding into a conceptual model, opening new perspectives for evaluating whether adults have equal opportunities to value adult learning and turn their willingness into actual learning. This model supports future empirical studies aimed to understand participation and non-participation of adults in learning that can in turn feed policy makers with better insights and tools to develop interventions actually provide the right encouragements for adults to learn.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43320964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1177/14779714231169687
In the current research, we developed and validated a questionnaire to measure Chinese working adults’ motivation to study accounting on a path of lifelong learning in Hong Kong, China. We conducted individual in-depth interviews with adult learners ( n = 30) and professionals ( n = 12) in study 1 and study 2. Qualitative analysis showed six specific common themes for Chinese working adults’ motivation to learn accounting. Based on these results and the research literature, we developed a list of 31 provisional items for the questionnaire. In Study 3, we administered the provisional questionnaire to students ( N = 426) from sub-degree, undergraduate, and graduate programs. These data were analyzed using quantitative analysis. Exploratory factor analysis showed a six-dimensional structure. Removal of redundant items resulted in a 17-item questionnaire. Confirmatory factor analysis provided evidence of the reliability and validity of this measure, which assesses six domains of adult learners’ motivations for pursuing continuing education in accounting: development of knowledge and skills; family cohesion; reinforcement of social networking and communication; career development; enrichment of life; and self-development. This measure in the Chinese cultural context can be used for research purposes and for assessing students’ motivation in accounting programs in Hong Kong.
{"title":"Development and validation of an instrument to measure Chinese post-secondary and part-time students’ motivation to learn accounting in Hong Kong","authors":"","doi":"10.1177/14779714231169687","DOIUrl":"https://doi.org/10.1177/14779714231169687","url":null,"abstract":"In the current research, we developed and validated a questionnaire to measure Chinese working adults’ motivation to study accounting on a path of lifelong learning in Hong Kong, China. We conducted individual in-depth interviews with adult learners ( n = 30) and professionals ( n = 12) in study 1 and study 2. Qualitative analysis showed six specific common themes for Chinese working adults’ motivation to learn accounting. Based on these results and the research literature, we developed a list of 31 provisional items for the questionnaire. In Study 3, we administered the provisional questionnaire to students ( N = 426) from sub-degree, undergraduate, and graduate programs. These data were analyzed using quantitative analysis. Exploratory factor analysis showed a six-dimensional structure. Removal of redundant items resulted in a 17-item questionnaire. Confirmatory factor analysis provided evidence of the reliability and validity of this measure, which assesses six domains of adult learners’ motivations for pursuing continuing education in accounting: development of knowledge and skills; family cohesion; reinforcement of social networking and communication; career development; enrichment of life; and self-development. This measure in the Chinese cultural context can be used for research purposes and for assessing students’ motivation in accounting programs in Hong Kong.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45972411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-02DOI: 10.1177/14779714231163670
M. Osborne
A number of the articles in this edition of JACE focus on professional learning, starting with Anh Ngoc Quynh Phan ’ s article concerning the path towards study and agency of Vietnamese doctoral students in Australia, China, Denmark and New Zealand. Sarah Capello then considers an EdD progamme at a US university with a focus on assessment, arguing for the use of alternative comprehensive examinations that are more attuned to student growth and to intended outcomes than some traditional approaches. Elaine Hoter and Reina Rutlinger Reiner ’ s concerns relate to the continuing education of mature Israeli teachers returning to take Masters programmes. Their study based on in-depth interviews argues for a range of strategies to reduce stress and avoid academic burn-out amongst these practitioners. Continuing Professional Development (CPD) of teachers is also the focus of the article from Moses Njenga who provides a theoretical framework that links the factors that seeks to explain the relationship between participation in CPD and teacher characteristics. Katerina Tza
{"title":"Editorial – Professional Development and much more","authors":"M. Osborne","doi":"10.1177/14779714231163670","DOIUrl":"https://doi.org/10.1177/14779714231163670","url":null,"abstract":"A number of the articles in this edition of JACE focus on professional learning, starting with Anh Ngoc Quynh Phan ’ s article concerning the path towards study and agency of Vietnamese doctoral students in Australia, China, Denmark and New Zealand. Sarah Capello then considers an EdD progamme at a US university with a focus on assessment, arguing for the use of alternative comprehensive examinations that are more attuned to student growth and to intended outcomes than some traditional approaches. Elaine Hoter and Reina Rutlinger Reiner ’ s concerns relate to the continuing education of mature Israeli teachers returning to take Masters programmes. Their study based on in-depth interviews argues for a range of strategies to reduce stress and avoid academic burn-out amongst these practitioners. Continuing Professional Development (CPD) of teachers is also the focus of the article from Moses Njenga who provides a theoretical framework that links the factors that seeks to explain the relationship between participation in CPD and teacher characteristics. Katerina Tza","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"3 - 4"},"PeriodicalIF":1.9,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47266465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.1177/14779714231160707
Sheron Baumann, Imke Keimer
This contribution examines individual benefits of continuing higher education courses provided by a business school. Lifelong learning is important when it comes to keeping up with changing professional requirements and conditions. Adult education and training courses in the form of continuing higher education offer an organized and systematic possibility to further develop oneself. However, empirical evidence on the benefits to graduates is sparse. This article aims to expand the state of knowledge through a Swiss case. Using univariate and multivariate analyses of survey data ( n = 1615), benefits contributing to the satisfaction with practice oriented, non-formal education for working professionals are examined. The analyses focus on satisfaction with one of three types of continuing education programs as a measure for the overall benefit to the graduates. The findings provide important indications for the design of continuing education programs in the context of professional higher education. They reveal that subjectively, monetary benefits as well as increases in personal competence are secondary to the overall benefit accrued through the completion of courses. Instead, career development and the enhancement of specific professional competence significantly contribute to the satisfaction of professionals completing continuing higher education.
{"title":"Individual Benefits of Continuing Higher Education. The Case of a Swiss Business School","authors":"Sheron Baumann, Imke Keimer","doi":"10.1177/14779714231160707","DOIUrl":"https://doi.org/10.1177/14779714231160707","url":null,"abstract":"This contribution examines individual benefits of continuing higher education courses provided by a business school. Lifelong learning is important when it comes to keeping up with changing professional requirements and conditions. Adult education and training courses in the form of continuing higher education offer an organized and systematic possibility to further develop oneself. However, empirical evidence on the benefits to graduates is sparse. This article aims to expand the state of knowledge through a Swiss case. Using univariate and multivariate analyses of survey data ( n = 1615), benefits contributing to the satisfaction with practice oriented, non-formal education for working professionals are examined. The analyses focus on satisfaction with one of three types of continuing education programs as a measure for the overall benefit to the graduates. The findings provide important indications for the design of continuing education programs in the context of professional higher education. They reveal that subjectively, monetary benefits as well as increases in personal competence are secondary to the overall benefit accrued through the completion of courses. Instead, career development and the enhancement of specific professional competence significantly contribute to the satisfaction of professionals completing continuing higher education.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48566741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.1177/14779714231161449
Alexander Schmoelz
In this article, the European digital governance system for vocational and adult education is critically examined in its single technologies and their interaction as well as theoretically reflected regarding potential dangers and opportunities based on the digital humanism and neoliberalism. The single digital technologies are described and critically scrutinised through expert interviews as well as the analysis of central policies, political decisions making (politics) and in the current technological modus operandi (digital polity). Findings reveal that the governance system leans towards progressive neoliberalism, combining forces of emancipation with forces of neoliberalism – especially regarding inclusion as one of the core dimensions of digital humanism.
{"title":"Digital Humanism, Progressive Neoliberalism and the European Digital Governance System for Vocational and Adult Education","authors":"Alexander Schmoelz","doi":"10.1177/14779714231161449","DOIUrl":"https://doi.org/10.1177/14779714231161449","url":null,"abstract":"In this article, the European digital governance system for vocational and adult education is critically examined in its single technologies and their interaction as well as theoretically reflected regarding potential dangers and opportunities based on the digital humanism and neoliberalism. The single digital technologies are described and critically scrutinised through expert interviews as well as the analysis of central policies, political decisions making (politics) and in the current technological modus operandi (digital polity). Findings reveal that the governance system leans towards progressive neoliberalism, combining forces of emancipation with forces of neoliberalism – especially regarding inclusion as one of the core dimensions of digital humanism.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42980551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-25DOI: 10.1177/14779714221130376
D. Morton, Sarah Fulton, Michael Harris, Rachel Domalewski, Naomi Scolari, Laurelie R. Wishart, Elizabeth C. Ward, Kelly Hale
Introduction: Telepractice is recognised as an effective and efficient medium of service delivery; however, despite this evidence, implementation has been inconsistent. Clinician confidence and perceptions are integral factors to the successful implementation of telepractice in routine care. This study aimed to develop, implement and evaluate a telepractice training package for clinicians in a single hospital service. Methods: Forty-one clinicians from Speech Pathology, Physiotherapy and Chronic Disease departments participated in a training package with a specific focus on staff skills training, access to resources and embedding telepractice models of care into organisational culture. Questionnaires were used to evaluate clinician self-reported skills and confidence at baseline, post-training and 6-months post-training. Thematic analysis of open-ended questions was used to glean a deeper understanding of perceived barriers and facilitators to using telepractice. Results: Participants’ perceived knowledge and confidence significantly increased from baseline to immediately post-training ( p < .001) and increased further to 6-months post-training ( p < .001). Thematic analysis revealed three main enabling themes: (a) perceived benefits to patient care; (b) training and practice; and (c) resources and support; and four main barriers: (a) staff knowledge and training; (b) staff confidence; (c) client factors; and (d) infrastructure and resources. Conclusion: The telepractice training package improved staff skills and confidence which was sustained over time. Facilitating the uptake of telepractice is multidimensional and it is integral to address all relevant factors to ensure its success.
{"title":"Development and implementation of a training package to improve the confidence, skills and knowledge of multi-disciplinary clinicians in the use of telepractice for outpatient services","authors":"D. Morton, Sarah Fulton, Michael Harris, Rachel Domalewski, Naomi Scolari, Laurelie R. Wishart, Elizabeth C. Ward, Kelly Hale","doi":"10.1177/14779714221130376","DOIUrl":"https://doi.org/10.1177/14779714221130376","url":null,"abstract":"Introduction: Telepractice is recognised as an effective and efficient medium of service delivery; however, despite this evidence, implementation has been inconsistent. Clinician confidence and perceptions are integral factors to the successful implementation of telepractice in routine care. This study aimed to develop, implement and evaluate a telepractice training package for clinicians in a single hospital service. Methods: Forty-one clinicians from Speech Pathology, Physiotherapy and Chronic Disease departments participated in a training package with a specific focus on staff skills training, access to resources and embedding telepractice models of care into organisational culture. Questionnaires were used to evaluate clinician self-reported skills and confidence at baseline, post-training and 6-months post-training. Thematic analysis of open-ended questions was used to glean a deeper understanding of perceived barriers and facilitators to using telepractice. Results: Participants’ perceived knowledge and confidence significantly increased from baseline to immediately post-training ( p < .001) and increased further to 6-months post-training ( p < .001). Thematic analysis revealed three main enabling themes: (a) perceived benefits to patient care; (b) training and practice; and (c) resources and support; and four main barriers: (a) staff knowledge and training; (b) staff confidence; (c) client factors; and (d) infrastructure and resources. Conclusion: The telepractice training package improved staff skills and confidence which was sustained over time. Facilitating the uptake of telepractice is multidimensional and it is integral to address all relevant factors to ensure its success.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45931069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：