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A new training approach for vaccinators:Cascade plus training

Year 2022, , 164 - 176, 01.04.2022
https://doi.org/10.20518/tjph.1017386

Abstract

Effective training of staff plays a major role in reaching and sustaining immunization goals. Training and updating health staff is the responsibility of all governments and immunization related organizations. The critical issue is finding the most efficient and effective way of providing initial and continuous training. Cascade training is thought to be one of the best methods. However, several researches showed that besides its advantages the classical cascade training approach has some disadvantages. A cascade training strategy is not an inappropriate choice, but the problems are initiated from inappropriate planning and implementation of it. Therefore, in order to have better trained health staff with high performance, rather than thinking of an alternative training strategy, the governments have to consider alternative ways of increasing the quality of the classical cascade training strategy. If the cascade training strategy is well planned, carried out by blending appropriate teaching techniques and is well monitored/supervised during the implementation phase it can be an effective strategy for training the health care staff and managers. In order to differentiate this understanding from the classical cascade approach, the authors propose the “Cascade-Plus Training” model, which is defined as “a well-planned and implemented cascade training strategy with an understanding of a holistic approach to the topic of training, which is practice oriented, flexible, delivered via multiple evidence based training-techniques, supported with effective supervision, monitoring, process evaluation and problem solving deliveries.”

Supporting Institution

yok

Project Number

yok

Thanks

The authors would like to acknowledge the contribution of the governing and technical staff of the International Children’s Centre in Ankara, Turkey.

References

  • Öztek, Z., Evaluation of “Cascade Strategy” for Training of Health Care Workers for Immunization Programmes – An Analytical Literature Review, paper presented at Expert Consultation on Training Methodologies, 19-20 November 2012, Ankara
  • Kydd A, Duffy R, Johnson B, Oliver J, Banks P, Kane H. Final Report Evaluation of the Training for Trainers in Palliative Care and Dementia, Commissioned by Alzheimer Scotland September 2009 Presented June 30th 2010, University of the West of Scotland, <http://www.alzscot.org/download-file/files/palliative-care-in-dementia-training-evaluation.pdf>, accessed September 14, 2012.
  • Moys A, Mullick S, McCoy D, Beksinska M. Training Clinic Sisters, Lessons Learnt Based on Experience of the National STI Initiative, Durban, 2002.
  • McArthur K, Yoosabai Y. The trainee as a trainer: Cascade training choices: What? Why?, British Council – IATEFL 2010 Harrogate, <http://iatefl.britishcouncil.org/2010/sites/iatefl/files/session/documents>, accessed September 16, 2012.
  • Gilpin A. Cascade training: Sustainability or Dilution? in: McGrath I. (ed.) Learning to Train: Perspectives on the Development of Language Teacher Trainers, Hemel Hempstead: Prentice Hall, 1997
  • Hayes D,.Cascade training and teachers’ professional development, English Language Journal, Vol. 54, No. 2, 2000, pp 135-145.
  • Suzuki T. The Effectiveness of the Cascade Model for In-service Teacher Training in Nepal, <http://www.iiis.org/CDs2008/CD2008SCI/EISTA2008/papersPdf/E964RM.pdf>, accessed September 16, 2012.
  • Training of Trainers – ACE Electoral Knowledge Network <http://aceproject.org/ace-en/topics/vo/voe/voe04/>, accessed September 16, 2012.
  • Teacher training – Best practice. <http://info.worldbank.org/etools/docs/library/241469/PresentationTeachertraining.pdf>, accessed September 16, 2012.
  • Recruiting and training observers, A field guide for domestic election monitoring groups in the Southern African Development Community, http://www.gndem.org/sites/default/files/Recruiting%20and%20Training%20Observers.pdf>, accessed September 16, 2012.
  • Williams, H. The HELA Training Co-ord Portal’s Journey to the Extranet, <http://www.cieh.org/uploadedFiles/Core/Membership/Regional_network/North_East_region/Williams_HELA_training_co-ord_portal.pdf>, accessed September 16, 2012.
  • McDevitt D. How effective is the cascade as a method for disseminating ideas? A case study in Botswana, International journal of educational development, 18, 1998, pp.425-428.
  • Roberts J. Language Teacher Education, Great Britain, Arnold, 1998.
  • Toure B, Harroff-Tavel H, Casey S, Culler T. Training trainers in reproductive health, Forced Migration Review, November, 2010, <http://www.readperiodicals.com/201011/2213048861.html#b>, accessed September 18, 2012.
  • Morgan CJ, Deutschmann PW. An evolving model for training and education in resource-poor settings: teaching health workers to fish, Med J Aust, 2003, Vol. 178, No. 1, pp. 21-25.
  • Weddell M. Cascading Training Down into the Classroom: The Need for Parallel Planning, International Journal of Educational Development, Vol. 25, 2005, pp 637–651.
  • Herschell AD, Kolko D J, Baumann B L, Davis A C. The Role of Therapist Training in the Implementation of Psychosocial Treatments: A Review and Critique with Recommendations, Clinical Psychology Review 30, 2010, pp. 448–466
  • Connell CM, Voelkl JE, Bakalar HR. Providing dementia outreach education to rural communities: Lessons learned from a train-the-trainer program, Journal of Applied Gerontology, Sept 2002, Vol. 21 no. 3, pp 294-313.
  • A critique of the implementation of the cascade model used to provide inset for teachers in preparation for the introduction of the general certificate of secondary education, Department of Education and Science, Circular 360/88, London, HNSO, 1988.
  • Mpabulungi A. Assessment of the Cascade Training (Uganda Working Brief Series), Uganda: UNCDF, 1999.
  • Mackenzie A. Steady flows, sponges, drips and other wet patches: A critical analysis of ‘cascade training’, [Blog online], 2007, <http://alansmackenzie.wordpress.com>, accessed September 18, 2012.
  • Proper W, Felling B. Developing national strategies in family planning logistics: How hard can it be? Published for the U.S. Agency for International Development (USAID) by the FPLM project, Arlington, Va, 1993.
  • Paruthi, R. Personal communication, RI-Training Person, WHO-NPSP, New Delhi, India.
  • Stewart, S. Personal communication, Communication Expert, Centre for Disease Control, Atlanta, USA.
  • Shimp, L. Personal communication, Senior Technical Officer, Immunization, Maternal and Child Health Integrated Program, USAID, Washington DC, USA.
  • Blended Learning, <http://en.wikipedia.org/wiki/Blended_learning>, accessed September 18, 2012.
  • Martyn M. The hybrid online model: Good practice, Educause Quarterly: No.1, 2003, <http://net.educause.edu/ir/library/pdf/EQM0313.pdf>, accessed September 19, 2012.
  • Horn MB, Staker HC. The Rise of K12 Blended Learning, Chapel Hill, NC: Innosight Institute, Jan. 2011.
  • Graham C R. Blended learning systems: Definition, current trends, and future directions, in: Bonk C J, Graham C R. Handbook of blended learning: Global perspectives, local designs, San Francisco, CA: Pfeiffer. 2005, pp. 3–21.
  • Garrison D R, Kanuka H. Blended learning: Uncovering its transformative potential in higher education, The Internet and Higher Education Vol. 7, No. 2, 2004, pp 95–105.
  • Jang KS, Kim YM, Park SJ. A blended program on undergraduate nursing students’ learning of electrocardiography, Stud Health Technol Inform 2006;122:799.
  • Apfelbacher CJ, Deimling E, Wulfhorst B, Adler F, Diepgen TL, Linder D, Blenk H, Stosiek N, Reinmann G. Is story-based blended learning a promissing avenue for skin and sexual health education? Results from the PAEDIMED project, Acta Derm Venerol 2010;90:152-158.
  • Fishkin R, Fishkin L, Leli U, Katz B, Snyder E. Psychodynamic treatment, training and supervision using internet-based technologies, J Am Acad Psychoanal Dyn Psychiatry, 2011, Spring Vol. 39, No. 1, pp 155-68.
  • What is blended learning? Web Learning, PennState. <http://weblearning.psu.edu/blended-learning-initiative/what_is_blended_learning>, accessed September 19, 2012.

Aşılayıcılar için yeni bir eğitim yaklaşımı: İyileştirilmiş kademeli eğitim

Year 2022, , 164 - 176, 01.04.2022
https://doi.org/10.20518/tjph.1017386

Abstract

Personelin uygun şekilde eğitimi, bağışıklama hedeflerine ulaşmada ve bu başarının sürdürülmesinde önemli rol oynar. Sağlık personelinin eğitimi ve bilgilerinin güncellenmesi hükümetlerin ve aşılama ile ilgili kuruluşların sorumluluğundadır. Bu iş yapılırken kritik konu, başlangıç ve sürekli eğitim sağlamanın en verimli ve etkili yolunu bulmaktır. Kademeli (Cascade) eğitiminin en iyi yöntemlerden biri olduğu düşünülmektedir. Bununla birlikte, çeşitli araştırmalar, klasik kademeli eğitim yaklaşımının avantajlarının yanı sıra bazı dezavantajları da olduğunu göstermiştir. Aslında, kademeli eğitim stratejisi uygun olmayan bir seçim değildir, söz konusu sorunlar uygun olmayan planlama ve uygulamadan kaynaklanmaktadır. Bu nedenle hükümetler, alternatif bir eğitim stratejisi düşünmek yerine, daha iyi eğitilmiş ve performansı yüksek sağlık personeline sahip olmak için klasik kademeli eğitim stratejisinin kalitesini artırmanın çarelerini düşünmek zorundadır. Kademeli eğitim stratejisi iyi planlanırsa, uygun öğretim teknikleri harmanlanarak yürütülürse ve uygulama aşamasında iyi izlenir/denetlenirse, sağlık personeli ve yöneticilerinin eğitimi için etkili bir strateji olabilir. Bu anlayışı klasik kademeli eğitim yaklaşımından ayırmak için yazarlar, eğitim konusuna bütüncül bir yaklaşım anlayışı ile iyi planlanmış ve uygulanmış bir kademeli eğitim stratejisi olarak tanımlanan “İyileştirilmiş Kademeli Eğitim” (Cascade-Plus Training) modelini önermektedir. Bu model, uygulamaya yönelik, esnek, çoklu kanıta dayalı eğitim teknikleri ile verilen, etkili denetim, izleme, değerlendirme ve problem çözme sunumları ile desteklenen model olarak tanımlanmıştır.

Project Number

yok

References

  • Öztek, Z., Evaluation of “Cascade Strategy” for Training of Health Care Workers for Immunization Programmes – An Analytical Literature Review, paper presented at Expert Consultation on Training Methodologies, 19-20 November 2012, Ankara
  • Kydd A, Duffy R, Johnson B, Oliver J, Banks P, Kane H. Final Report Evaluation of the Training for Trainers in Palliative Care and Dementia, Commissioned by Alzheimer Scotland September 2009 Presented June 30th 2010, University of the West of Scotland, <http://www.alzscot.org/download-file/files/palliative-care-in-dementia-training-evaluation.pdf>, accessed September 14, 2012.
  • Moys A, Mullick S, McCoy D, Beksinska M. Training Clinic Sisters, Lessons Learnt Based on Experience of the National STI Initiative, Durban, 2002.
  • McArthur K, Yoosabai Y. The trainee as a trainer: Cascade training choices: What? Why?, British Council – IATEFL 2010 Harrogate, <http://iatefl.britishcouncil.org/2010/sites/iatefl/files/session/documents>, accessed September 16, 2012.
  • Gilpin A. Cascade training: Sustainability or Dilution? in: McGrath I. (ed.) Learning to Train: Perspectives on the Development of Language Teacher Trainers, Hemel Hempstead: Prentice Hall, 1997
  • Hayes D,.Cascade training and teachers’ professional development, English Language Journal, Vol. 54, No. 2, 2000, pp 135-145.
  • Suzuki T. The Effectiveness of the Cascade Model for In-service Teacher Training in Nepal, <http://www.iiis.org/CDs2008/CD2008SCI/EISTA2008/papersPdf/E964RM.pdf>, accessed September 16, 2012.
  • Training of Trainers – ACE Electoral Knowledge Network <http://aceproject.org/ace-en/topics/vo/voe/voe04/>, accessed September 16, 2012.
  • Teacher training – Best practice. <http://info.worldbank.org/etools/docs/library/241469/PresentationTeachertraining.pdf>, accessed September 16, 2012.
  • Recruiting and training observers, A field guide for domestic election monitoring groups in the Southern African Development Community, http://www.gndem.org/sites/default/files/Recruiting%20and%20Training%20Observers.pdf>, accessed September 16, 2012.
  • Williams, H. The HELA Training Co-ord Portal’s Journey to the Extranet, <http://www.cieh.org/uploadedFiles/Core/Membership/Regional_network/North_East_region/Williams_HELA_training_co-ord_portal.pdf>, accessed September 16, 2012.
  • McDevitt D. How effective is the cascade as a method for disseminating ideas? A case study in Botswana, International journal of educational development, 18, 1998, pp.425-428.
  • Roberts J. Language Teacher Education, Great Britain, Arnold, 1998.
  • Toure B, Harroff-Tavel H, Casey S, Culler T. Training trainers in reproductive health, Forced Migration Review, November, 2010, <http://www.readperiodicals.com/201011/2213048861.html#b>, accessed September 18, 2012.
  • Morgan CJ, Deutschmann PW. An evolving model for training and education in resource-poor settings: teaching health workers to fish, Med J Aust, 2003, Vol. 178, No. 1, pp. 21-25.
  • Weddell M. Cascading Training Down into the Classroom: The Need for Parallel Planning, International Journal of Educational Development, Vol. 25, 2005, pp 637–651.
  • Herschell AD, Kolko D J, Baumann B L, Davis A C. The Role of Therapist Training in the Implementation of Psychosocial Treatments: A Review and Critique with Recommendations, Clinical Psychology Review 30, 2010, pp. 448–466
  • Connell CM, Voelkl JE, Bakalar HR. Providing dementia outreach education to rural communities: Lessons learned from a train-the-trainer program, Journal of Applied Gerontology, Sept 2002, Vol. 21 no. 3, pp 294-313.
  • A critique of the implementation of the cascade model used to provide inset for teachers in preparation for the introduction of the general certificate of secondary education, Department of Education and Science, Circular 360/88, London, HNSO, 1988.
  • Mpabulungi A. Assessment of the Cascade Training (Uganda Working Brief Series), Uganda: UNCDF, 1999.
  • Mackenzie A. Steady flows, sponges, drips and other wet patches: A critical analysis of ‘cascade training’, [Blog online], 2007, <http://alansmackenzie.wordpress.com>, accessed September 18, 2012.
  • Proper W, Felling B. Developing national strategies in family planning logistics: How hard can it be? Published for the U.S. Agency for International Development (USAID) by the FPLM project, Arlington, Va, 1993.
  • Paruthi, R. Personal communication, RI-Training Person, WHO-NPSP, New Delhi, India.
  • Stewart, S. Personal communication, Communication Expert, Centre for Disease Control, Atlanta, USA.
  • Shimp, L. Personal communication, Senior Technical Officer, Immunization, Maternal and Child Health Integrated Program, USAID, Washington DC, USA.
  • Blended Learning, <http://en.wikipedia.org/wiki/Blended_learning>, accessed September 18, 2012.
  • Martyn M. The hybrid online model: Good practice, Educause Quarterly: No.1, 2003, <http://net.educause.edu/ir/library/pdf/EQM0313.pdf>, accessed September 19, 2012.
  • Horn MB, Staker HC. The Rise of K12 Blended Learning, Chapel Hill, NC: Innosight Institute, Jan. 2011.
  • Graham C R. Blended learning systems: Definition, current trends, and future directions, in: Bonk C J, Graham C R. Handbook of blended learning: Global perspectives, local designs, San Francisco, CA: Pfeiffer. 2005, pp. 3–21.
  • Garrison D R, Kanuka H. Blended learning: Uncovering its transformative potential in higher education, The Internet and Higher Education Vol. 7, No. 2, 2004, pp 95–105.
  • Jang KS, Kim YM, Park SJ. A blended program on undergraduate nursing students’ learning of electrocardiography, Stud Health Technol Inform 2006;122:799.
  • Apfelbacher CJ, Deimling E, Wulfhorst B, Adler F, Diepgen TL, Linder D, Blenk H, Stosiek N, Reinmann G. Is story-based blended learning a promissing avenue for skin and sexual health education? Results from the PAEDIMED project, Acta Derm Venerol 2010;90:152-158.
  • Fishkin R, Fishkin L, Leli U, Katz B, Snyder E. Psychodynamic treatment, training and supervision using internet-based technologies, J Am Acad Psychoanal Dyn Psychiatry, 2011, Spring Vol. 39, No. 1, pp 155-68.
  • What is blended learning? Web Learning, PennState. <http://weblearning.psu.edu/blended-learning-initiative/what_is_blended_learning>, accessed September 19, 2012.
There are 34 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Report
Authors

Zafer Öztek 0000-0001-9025-2129

Angela Kydd This is me 0000-0002-6036-1639

Project Number yok
Publication Date April 1, 2022
Submission Date November 5, 2021
Acceptance Date February 6, 2022
Published in Issue Year 2022

Cite

APA Öztek, Z., & Kydd, A. (2022). A new training approach for vaccinators:Cascade plus training. Turkish Journal of Public Health, 20(1), 164-176. https://doi.org/10.20518/tjph.1017386
AMA Öztek Z, Kydd A. A new training approach for vaccinators:Cascade plus training. TJPH. April 2022;20(1):164-176. doi:10.20518/tjph.1017386
Chicago Öztek, Zafer, and Angela Kydd. “A New Training Approach for vaccinators:Cascade Plus Training”. Turkish Journal of Public Health 20, no. 1 (April 2022): 164-76. https://doi.org/10.20518/tjph.1017386.
EndNote Öztek Z, Kydd A (April 1, 2022) A new training approach for vaccinators:Cascade plus training. Turkish Journal of Public Health 20 1 164–176.
IEEE Z. Öztek and A. Kydd, “A new training approach for vaccinators:Cascade plus training”, TJPH, vol. 20, no. 1, pp. 164–176, 2022, doi: 10.20518/tjph.1017386.
ISNAD Öztek, Zafer - Kydd, Angela. “A New Training Approach for vaccinators:Cascade Plus Training”. Turkish Journal of Public Health 20/1 (April 2022), 164-176. https://doi.org/10.20518/tjph.1017386.
JAMA Öztek Z, Kydd A. A new training approach for vaccinators:Cascade plus training. TJPH. 2022;20:164–176.
MLA Öztek, Zafer and Angela Kydd. “A New Training Approach for vaccinators:Cascade Plus Training”. Turkish Journal of Public Health, vol. 20, no. 1, 2022, pp. 164-76, doi:10.20518/tjph.1017386.
Vancouver Öztek Z, Kydd A. A new training approach for vaccinators:Cascade plus training. TJPH. 2022;20(1):164-76.

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