Bir Üniversite Hastanesi Ortamında Temel İletişim Becerileri Eğitici Eğitimi Programının Değerlendirilmesi

Yıl 2021, Cilt: 20 Sayı: 60, 20 - 34, 30.04.2021

Özlem Sürel Karabilgin Öztürkçü Özen Önen Hadi Sağın Okan Gülbahar Meltem Çiçeklioğlu

https://doi.org/10.25282/ted.722041

Öz

Amaç: Çalışma ortamında sağlık hizmeti verenlerin etkinliğini artırmak için sürdürülebilir temel iletişim becerileri programları önemlidir. Bu çalışmanın amacı, Temel İletişim Becerileri-Eğitici Eğitimi Programı (TİB-EEP)’nı değerlendirmektir.
Gereç ve Yöntem: Bu çalışma öntest-sontest tasarımında planlandı ve Ege Üniversitesi Tıp Fakültesi Hastanesi (EÜTFH) sağlık hizmeti çalışanları hedefledi. Kırkdört gönüllü sağlık hizmeti çalışanı TİB-EEP’na katıldı. TİB-EEP’na katılan EÜTFH çalışanları daha sonra diğer hastane çalışanlarına Temel İletişim Becerileri Kursu (TİBK) düzenledi. TİB-EEP’nın değerlendirilmesinde Kirkpatrick'in 4 Düzey Model’i modifiye edilerek kullanıldı. TİB-EEP katılımcıları, “Düzey-1: Tepki” için Oturum Değerlendirme Formu (ODF) ve Eğitim Programı Değerlendirme Formu (EPDF)’nu doldurdu. “Düzey-2: Öğrenme” için TİB-EEP katılımcılarına Öntest-Sontest Formu (ÖSF) uygulandı. Ayrıca, katılımcıların hazırladıkları sunumlar değerlendirildi ve geri bildirim verildi. “Düzey-3: Davranış” için, TİBK'unda, katılımcıların TİB-EEP'nda öğrendikleri bilgi ve becerileri nasıl uyguladıkları incelendi. Bunun için TİBK katılımcılarına 360 derece değerlendirme yöntemi uygulandı. TİBK katılımcılarının yeni eğiticileri ODF, EPDF aracılığı ile değerlendirmeleri istendi ve ÖSF ile kazandiklari bilgi ölçüldü. Sekiz yeni eğitici ile Derinlemesine Görüşme Formu aracılığıyla görüşüldü. “Düzey-4: Sonuçlar” için programı tamamlayan ve programdan ayrılan TİB-EEP katılımcılarının durumu ve yeni eğiticiler tarafından eğitilen hastane çalışanı sayısı incelendi.
Nicel veriler, SPSS ile analiz edildi ve nitel veriler için MAXQDA12 software kullanıldı.
Bulgular: TİB-EEP katılımcılarının, oturumlardan ve programdan memnun kaldıkları saptandı (Düzey-1). TİB-EEP katılımcılarının bilgi düzeylerinde ve eğitici becerilerinde artış olduğu görüldü (Düzey-2). TİBK katılımcılarının oturumlardan, eğitim programından, eğiticilerden memnun kaldıkları, öğrenme düzeylerinde artış olduğu saptandı. Derinlemesine görüşmeler, TİB-EEP’nın kazanılan bilgiyi uygulamada beceriye dönüştürme üzerinde etkili olduğunu gösterdi (Düzey-3). Kırkdört katılımcının 26’sı programdan ayrıldı. TİB-EEP’na katılan 18 kişi tarafından 18 TİBK yapıldı; yeni eğiticiler tarafından 190 hastane çalışanı eğitildi (Düzey-4).
Sonuç: Modifiye edilen Kirkpatrick'in 4 Düzey Model’i, TİB-EEP’nın etkinliğini değerlendirmek için uygulanabilir bir araçtır. 

Anahtar Kelimeler

İletişim Becerileri, Program Değerlendirme, Eğitici Eğitimi Programı

Destekleyen Kurum

Ege Üniversitesi

Proje Numarası

2015-TIP-073

Evaluation of a Basic Communication Skills Train-the-Trainer Program in a University Hospital Setting

Öz

Background: Sustainable basic communication skills programs are important to increase the efficiency of health care personnels in the workplace. The purpose of this article is to present an evaluation of a Basic Communication Skills-Train-the-Trainer Program-BCS-TTP.
Methods: This study was based on a pretest-posttest design. We targeted health care personnels in Ege University Medical Faculty Hospital-EUMFH. Forty-four volunteer health care personnels participated in the BCS-TTP, then applied Basic Communication Skills Course-BCSC to others. At the evaluation of the BCS-TTP was used via modified Kirkpatrick's-4-Level-Model. BCS-TTP participants completed the Session Assessment Form-SAF, Training Program Assessment Survey-TPAS for “Level-1:Reaction”. For “Level-2:Learning”, Pretest-Posttest Form-PPF was applied to BSC-TTP participants. In addition, the presentations prepared by the participants were evaluated and feedback was given. For “Level-3:Behavior”, it was examined in BCSC how the participants applied the knowledge and skills they learned at BCS-TTP. For this, 360 degree evaluation method was applied to BCSC participants. BCSC participants were asked to evaluate new trainers through SAF, TPAS, and the information they gained with PPF was measured. Eight new trainers were interviewed through the In-depth Interview Form.
For “Level-4:Results”, the status of BCS-TTP participants who completed and left the program and the number of hospital staff trained by new trainers were examined.
Results: It was found that BCS-TTP participants were satisfied with the sessions and the program (Level-1). It was observed that there was an increase in the knowledge and educational skills of BCS-TTP participants (Level-2). It was determined that BCSC participants were satisfied with the sessions, training program and trainers, and an increase in their learning levels.
In-depth interviews showed that BCS-TTP was effective on transferring gained knowledge/skills into practice (Level-3). 26 of 44 participants were quitted from the program. 18-BCSC’s were run by 18- BCS-TTP participants; 190-staff had been trained by those new trainers (Level-4).
Conclusions: The modified Kirkpatrick's-4-Level-Model is a workable instrument to evaluate the effectiveness of a BCS-TTP.

Anahtar Kelimeler

Communication Skills, Kirkpatrick's-4-Level-Model, Program Evaluation, , Train-The-Trainer Program

Proje Numarası

2015-TIP-073

Kaynakça

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