Effects of enterostomal therapists training: Evaluated with Kirkpatrick’s model

Abstract

Listen

Translate article

Objective To evaluate the effect of training for enterostomal therapists (ETs) based on Kirkpatrick’s Four Levels of Training Evaluation model. To understand ET trainees' work status after completing the Enterostomal Therapy Nursing Education Program (ETNEP) course as well as the ET students' satisfaction of teachers and studying conditions when completing the Wenzhou ETNEP. Methods One hundred and sixty-nine students who had completed the Wenzhou ETNEP were evaluated by Kirkpatrick’s Four Levels of Training Evaluation model from four perspectives, namely the Reaction, Learning, Behaviour and Result levels. Results The overall satisfaction of the Wenzhou ETNEP was high in the Reaction level. In the Reaction Level the average matrix score of training programs and teachers was: >1.4. In the Behavioural level, 103 ETs participated in stoma and wound clinics, with 99.2% of them actively promoting ET nursing knowledge and 18 ETs (13.2%) serving as teachers of ETNEP schools. One hundred and sixteen ETs (85.3%) conducted ET-related nursing courses for other nursing staff and 58.8% of ETs had conducted continued education courses. Of the ETs, 22.8% participated in the hospital’s outpatient or outreach stoma and wound care services. In the Result level, 58.8% of ETs participated in nursing research of the specialty, 29.4% of ETs had obtained scientific research funds and 136 ETs had published papers. Conclusion Students are satisfied with the ETNEP training they received. Their ability to work and function as ETs has improved on completion of their training. In addition, their professional standing has improved, with all ETNEP participants having achieved good results in the fields of specialised nursing, extended nursing, scientific research and teaching. However, in reviewing the survey results and aligning these with current standards of practice and employment of ETs in China, there is the need to modify parts of the ETNEP (such as raising the degree of ET students' entry criteria), standardise teaching materials and establish communication processes with mechanisms for exchanging ET teachers nationally and internationally, to ensure the quality of teaching and improve the quality of specialised ET nursing.