Identification of capacity development indicators for faculty development programs: A nominal group technique study

Salajegheh, Mahla; Gandomkar, Roghayeh; Mirzazadeh, Azim; Sandars, John

doi:10.1186/s12909-020-02068-7

Cited by 20 publications

(22 citation statements)

References 39 publications

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“…Knowledge and skills were being utilized considerably broader and more sustainable scale within the workplace. This nding supports that the training participants shared their knowledge with others and aimed to start activities that would build capacity in their home institutions [15]. Moreover, exploring nurse education and practice in a foreign setting was valuable in considering new ways of working, particularly identifying collaborative working relationships between education and clinical facilities [16].…”

Section: Long-term Outcomes At Behavior Levelmentioning

confidence: 52%

Long-term outcomes of a program to upgrade the nursing faculty in Cambodia: a qualitative study

Koto‐Shimada

Fujita

Matsuoka

et al. 2020

Preprint

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Background Well trained nurses are expected to influence their workplaces after completing their training courses. In Cambodia, a high-skill training program has been given for nurses to make them more qualified since 2011. After completing the program, we conducted an immediate post-training study in 2014. In this long-term, post-training study, we evaluated the program’s effect on nursing faculty and clinical preceptors and identified factors influencing the long-term outcomes.Methods This long-term, post-training study took the form of embedded, single-case design. It incorporated focus group discussions (FGDs) for 26 trainees, key-informant interviews for 11 institutional managers, and teaching document reviews. Then, we conducted a thematic analysis using Kirkpatrick’s four levels of training evaluation. We evaluated the latter two elements as long-term outcomes, behavior (changes in trainees’ practice and applying learning to practice), and results (the trainees’ behavior effect on trainees’ organization or department). After that, we assessed factors influencing the long-term outcomes using Bronfenbrenner’s ecological systems theory.Results We identified five themes at the behavior level according to program type. They were 1) improved teaching and learning activities, 2) built capacity of nursing faculty and clinical nurses, 3) improved clinical practicum, 4) strengthened clinical nursing management, and 5) involved in professional development activities. At the results level, we identified three themes as long-term outcomes from an institutional development aspect. They were 1) enhanced institutional capacity, 2) improved students’ learning and behavior, and 3) strengthened clinical performance. The major influencing factors for the above eight themes were 1) institutional managers’ support, 2) continuous networking among trainees, and 3) national policy.Conclusions The upgrading program had a favorable effect on nursing faculty and clinical preceptors at the Kirkpatrick model’s behavior and results levels. Compared with the immediate post-training study findings, the perceived long-term outcomes became more strategically focused and demonstrated the training impact on a considerably broader scale within the workplace. These findings have implications for the monitoring and evaluation of nursing faculty development programs for its sustainable outcomes

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Section: Long-term Outcomes At Behavior Levelmentioning

confidence: 52%

Long-term outcomes of a program to upgrade the nursing faculty in Cambodia: a qualitative study

Koto‐Shimada

Fujita

Matsuoka

et al. 2020

Preprint

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“…The items in the capacity development for faculty development questionnaire (CDQ-FD) were developed based on a previous literature review[ 22 ] and also the opinion of experts to ensure that they were relevant to the specific context of medical education. [ 23 ]…”

Section: Methodsmentioning

confidence: 99%

Psychometric evaluation of a questionnaire to evaluate organizational capacity development for faculty development programs

Salajegheh

Sandars

Norouzi

et al. 2020

J Edu Health Promot

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Background: Organizational capacity development is an important outcome of faculty development programs, but there is a lack of an appropriate instrument for its evaluation. Aims and Objectives: The aim of this study was to develop a questionnaire to evaluate the organizational capacity development for faculty development programs and to test its psychometrics. Materials and Methods: The initial capacity development for faculty development questionnaire (CDQ-FD) of 26 items was developed based on a literature review and opinion of experts. Content validity ratio (CVR), content validity index (CVI), content validity index for items (I-CVI), and the content validity index for scales (S-CVI) were computed for content validity. Confirmatory factor analysis (CFA) and exploratory factor analysis (EFA) were performed for construct validation. Results: The score for CVR, CVI, I-CVI, and S-CVI was 0.71, 0.83, 0.87, and 0.90, respectively. EFA resulted in a three-factor model with total variance extraction of 64%. Cronbach's alpha and Spearman Brown coefficient were investigated for reliability assessment. The Cronbach's alpha of overall scale was 0.8 and the test-retest reliability of the overall scale was 0.78. The final CDQ-FD contained 21 items and three categories. Conclusions: The CDQ-FD questionnaire appears to be a valid and reliable instrument for the evaluation of organizational capacity development for faculty development in the medical education.

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“…Exploring clinical teachers’ perceptions of role modeling can provide valuable information about role modeling behavior to other clinical educators [ 7 ]. Also, this information can be applied to train them and plan faculty development programs [ 8 – 10 ]. Thus, conducting research on this can be helpful to foster role modeling [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

Clinical teachers’ perceptions of role modeling: a qualitative study

et al. 2021

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Background Role modeling has been significantly considered in medical education in recent decades. In the clinical course, students learn necessary skills and accordingly their professional identity is formed by observing and working among clinical educators. Given the importance of the role modeling in medical education, in the present study, it was attempted to explore the clinical teachers’ perceptions of being a role model for medical students using a qualitative method. Methods A qualitative design, based on the content analysis approach, was used to analyze the perspectives of 15 clinical teachers. Participants were chosen by purposeful sampling. Data were collected using reflection paper writing. Results During the data analysis, five main categories emerged: influencing others, developing different dimensions of student, situational self-awareness, feedback and continuous effort. Conclusions This study will be useful to form role modeling educational programs. Encouraging clinical teachers to make continuous efforts to improve role modeling and educating time management and self-control skills can help reduce the challenges of role modeling for clinical teachers.

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Identification of capacity development indicators for faculty development programs: A nominal group technique study

Cited by 20 publications

References 39 publications

Long-term outcomes of a program to upgrade the nursing faculty in Cambodia: a qualitative study

Long-term outcomes of a program to upgrade the nursing faculty in Cambodia: a qualitative study

Psychometric evaluation of a questionnaire to evaluate organizational capacity development for faculty development programs

Clinical teachers’ perceptions of role modeling: a qualitative study

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