Background. The Continuing Medical Education (ECM) system aims to respond to a rapid development of medicine and the organizational innovations of the health system, which makes it necessary to continuously update the individual operator with respect to theoretical knowledge, technical and manual skills and possession of communicative and relational skills. A missing step, however, in the development of a coherent and specifically designed educational strategy, has often been the consultation with the healthcare staff itself, through an analysis of the training needs, an essential phase to rationalize the process of putting the training courses into operation by improving their efficiency and effectiveness. Target. Improve assistance in the Mother Child Department of the Ospedali Riuniti Hospital Trust of Ancona, through the identification of the areas of training need of the staff involved. Materials and methods. After a systematic review of the literature using the Prisma method, a useful tool for research was identified: Hennessey-Hicks training needs analysis questionnaire. The questionnaire was created with the aim of identifying the training needs and giving priority to these needs. To test the tightness of the instrument, a pilot study was carried out in the NICU of the AOU Ospedali Riuniti of Ancona. The tool includes 5 sections: research / audit, communication / teamwork, clinical skills, organizational skills and technical skills. Each item is assessed on a 7-point scale in 4 different fields: how important that task is for the subject, how well the task is currently performed, how much is the average level of competence for that task in the SOD, how much it can affect the role of the organization in improving working conditions and how much it can affect the role of training. The instrument was administered to nurses, midwives, technicians and physiotherapists of the Mother Child Department of the Ospedali Riuniti of Ancona. Results. 239 questionnaires were delivered, of which 120 received, with a response rate of 50.2%. The topics that are considered most important are those relating to the relational area (average of 6.25), clinical skills (6.07) and technical skills (6.19). Research is considered more important for technicians and physiotherapists (6.37), less for nurses (5.29) and midwives (5.03); organizational skills are instead considered the least important for all professions (average of 5.28). As regards the assessment of skills, there are no particularly discordant values between nurses and midwives, the highest values are found on technical skills for midwives (5.42) and on relations with the team for nurses (5.39) ; other professionals feel less competent in all areas. The topic on which the lowest values were recorded is instead research (between 3.93 and 4.29). In general, there is a slightly greater training need for clinical skills, for research and for the relational area. For organizational skills, on the other hand, the training need is very low. By comparing the various SOD, it can be seen that the training need is significantly higher in intensive wards, where greater technical and clinical competence is required and lower in ward wards, except for Obstetrics and Gynecology where there is a greater lack of training especially in the relational area. Conclusions. Starting from the results obtained, with the future objective of extending the research to the whole Maternal and Child Department of the AOU Ospedali Riuniti of Ancona, it will be possible to reflect on the current situation regarding the training needs of the employees, and thus create a starting point for the proposal of the new Business Training Plan and the activation of any Masters or specialization courses, able to fill some training gaps.
Background. Il sistema di Educazione Continua in Medicina (ECM) vuole rispondere ad un rapido sviluppo della medicina e delle innovazioni organizzative del sistema sanitario, che rendono necessario un aggiornamento continuo del singolo operatore rispetto alle conoscenze teoriche, alle abilità tecniche e manuali e al possesso di capacità comunicative e relazionali Un passo mancante, tuttavia, nello sviluppo di una strategia educativa coerente e specificamente progettata, è stato spesso la consultazione con il personale sanitario stesso, attraverso un'analisi dei fabbisogni formativi, fase essenziale per razionalizzare il processo di messa in funzione dei corsi formativi migliorandone efficienza e efficacia. Obiettivo. Migliorare l'assistenza nel Dipartimento Materno Infantile dell'AOU Ospedali Riuniti Ancona- Presidio G. Salesi, attraverso l'individuazione delle aree di bisogno formativo del personale coinvolto. Materiali e metodi. Dopo una revisione sistematica della letteratura con metodo Prisma è stato individuato uno strumento utile per la ricerca: Hennessey-Hicks training needs analysis questionnaire. Il questionario è nato con lo scopo di identificare i bisogni formativi e dare una priorità a questi bisogni. Per testare la tenuta dello strumento è stato svolto uno studio pilota nella SOD di Terapia Intensiva Neonatale dell'AOU Ospedali Riuniti di Ancona. Lo strumento finale comprende 5 sezioni: ricerca/audit, comunicazione/lavoro di squadra, competenze cliniche, competenze organizzative e competenze tecniche. Ogni item è valutato su una scala di 7 punti in 5 differenti campi: quanto quel compito è importante x il soggetto, quanto è attualmente eseguito bene il compito, quanto è il livello medio di competenza per quel compito nella SOD di appartenenza, quanto può influire il contesto organizzativo nel miglioramento delle condizioni lavorative e quanto può influire il ruolo della formazione. Lo strumento è stato somministrato a infermieri, ostetriche, tecnici e fisioterapisti del Dipartimento Materno Infantile dell'AOU Ospedali Riuniti di Ancona. Risultati. Sono stati consegnati 239 questionari, di cui 120 pervenuti, con un response rate del 50,2%. Gli argomenti che vengono considerati più importanti sono quelli inerenti l’area relazionale ( media di 6,25), le competenze cliniche (6,07) e le competenze tecniche (6,19) . La ricerca è ritenuta più importante per tecnici e fisioterapisti (6,37), meno per gli infermieri (5,29) e per le ostetriche (5,03); le competenze organizzative sono invece ritenute le meno importanti per tutte le professioni (media di 5,28). Per quanto riguarda la valutazione delle competenze non si notano valori particolarmente discordanti tra infermieri e ostetriche, i valori più alti si riscontrano sulle competenze tecniche per le ostetriche (5,42) e sulle relazioni con l’equipe per gli infermieri (5,39); gli altri professionisti si sentono meno competenti in tutte le aree. Il tema su cui si sono registrati i valori più bassi invece è la ricerca (tra 3,93 e 4,29). In generale si registra un bisogno formativo lievemente maggiore per le competenze cliniche, per la ricerca e per l’area relazionale. Per le competenze organizzative invece il bisogno formativo è molto basso. Mettendo a confronto le varie SOD si può evidenziare come il bisogno formativo risulti sensibilmente più alto nei reparti intensivi, dove si richiede una maggiore competenza tecnica e clinica e più basso nei reparti di corsia, eccetto per l’Ostetricia e Ginecologia dove si riscontra una maggiore carenza formativa soprattutto sull’area relazionale. Conclusioni. Grazie ai risultati ottenuti sarà possibile riflettere sulla situazione attuale in merito ai bisogni formativi dei dipendenti, e creare così uno spunto per la proposta del nuovo Piano Formativo Aziendale e l'attivazione di eventuali Master o corsi di perfezionamento, atti a colmare alcune lacune formative.
Approccio bottom-up per identificare i bisogni formativi dell'area pediatrica: risultati di un'indagine quali-quantitativa del Dipartimento Materno Infantile dell'AOU di Ancona
ROCCHI, CHIARA
2019/2020
Abstract
Background. The Continuing Medical Education (ECM) system aims to respond to a rapid development of medicine and the organizational innovations of the health system, which makes it necessary to continuously update the individual operator with respect to theoretical knowledge, technical and manual skills and possession of communicative and relational skills. A missing step, however, in the development of a coherent and specifically designed educational strategy, has often been the consultation with the healthcare staff itself, through an analysis of the training needs, an essential phase to rationalize the process of putting the training courses into operation by improving their efficiency and effectiveness. Target. Improve assistance in the Mother Child Department of the Ospedali Riuniti Hospital Trust of Ancona, through the identification of the areas of training need of the staff involved. Materials and methods. After a systematic review of the literature using the Prisma method, a useful tool for research was identified: Hennessey-Hicks training needs analysis questionnaire. The questionnaire was created with the aim of identifying the training needs and giving priority to these needs. To test the tightness of the instrument, a pilot study was carried out in the NICU of the AOU Ospedali Riuniti of Ancona. The tool includes 5 sections: research / audit, communication / teamwork, clinical skills, organizational skills and technical skills. Each item is assessed on a 7-point scale in 4 different fields: how important that task is for the subject, how well the task is currently performed, how much is the average level of competence for that task in the SOD, how much it can affect the role of the organization in improving working conditions and how much it can affect the role of training. The instrument was administered to nurses, midwives, technicians and physiotherapists of the Mother Child Department of the Ospedali Riuniti of Ancona. Results. 239 questionnaires were delivered, of which 120 received, with a response rate of 50.2%. The topics that are considered most important are those relating to the relational area (average of 6.25), clinical skills (6.07) and technical skills (6.19). Research is considered more important for technicians and physiotherapists (6.37), less for nurses (5.29) and midwives (5.03); organizational skills are instead considered the least important for all professions (average of 5.28). As regards the assessment of skills, there are no particularly discordant values between nurses and midwives, the highest values are found on technical skills for midwives (5.42) and on relations with the team for nurses (5.39) ; other professionals feel less competent in all areas. The topic on which the lowest values were recorded is instead research (between 3.93 and 4.29). In general, there is a slightly greater training need for clinical skills, for research and for the relational area. For organizational skills, on the other hand, the training need is very low. By comparing the various SOD, it can be seen that the training need is significantly higher in intensive wards, where greater technical and clinical competence is required and lower in ward wards, except for Obstetrics and Gynecology where there is a greater lack of training especially in the relational area. Conclusions. Starting from the results obtained, with the future objective of extending the research to the whole Maternal and Child Department of the AOU Ospedali Riuniti of Ancona, it will be possible to reflect on the current situation regarding the training needs of the employees, and thus create a starting point for the proposal of the new Business Training Plan and the activation of any Masters or specialization courses, able to fill some training gaps.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12075/4678