Facilitator Competencies Research Articles

Cross-cultural adaptation and validation of a teaching questionnaire measuring facilitator competencies and characteristics of interprofessional clinical educators in an Asian setting

ABSTRACT This study aimed to validate an Indonesian version of the teaching questionnaire measuring the competencies of interprofessional education (IPE) facilitators and the characteristics of good clinical educators described by Kerry et al. (2021). A cross-cultural adaptation was developed and consisted of the following steps: forward–backward translation, content validity index measurement, cognitive interviews and a pilot study to measure content validity and reliability, exploratory factor analysis (EFA) to identify the new dimensionality, and confirmatory factor analysis (CFA) to confirm the measurement model. The pilot study results confirmed that the Indonesian version of the questionnaire assessing teaching competencies had good internal consistency (ω= .74 for the competencies of facilitators and ω= .88 for the characteristics of good clinical educators). The questionnaire was then administered to 209 clinical educators from five health professions. The EFA revealed two factors for the competencies (ω1= .86, ω2 = .70) and one factor for the characteristics of good IPE clinical educators (ω= .90). The CFA showed that the proposed model had a good fit with the observed data with (chi-square test: p > .05; CMIN/df, TLI, CFI, GFI, and AGFI were within the expected ranges; and RMSEA approximately .05)

Interprofessional Team Training

Background: Interprofessional team training (IPTT) prepares students from health care professions for team-based care. Evaluating different learning environments to inform decisions about delivery format is timely and important. Purpose: To compare in-person and online IPTT learner outcomes. Method: Undergraduate and graduate students (n = 866) from 11 professions participated. Using retrospective pre-/post-methodology, 20 item Interprofessional Collaboration Competency Attainment Survey (ICCAS) scores were compared, and qualitative responses analyzed. Results: Mean ICCAS scores improved for in-person and online delivery (P < .0001) with large effect sizes (Cohen’s D = 0.94-1.86). In-person delivery resulted in greatest improvement (P = .038), offset by online logistical benefits. Qualitative themes highlighted impact on learning, importance of facilitator competence, and setting expectations. Conclusion: IPTT achieved learning consistent with competency development. Advantages from in-person delivery should be weighed against online logistical advantages.

Peer-led recovery groups for people with psychosis in South Africa (PRIZE): Results of a randomized controlled feasibility trial.

The aims of this feasibility trial were to assess the acceptability and feasibility of peer-led recovery groups for people with psychosis in a low-resource South African setting, to assess the feasibility of trial methods, and to determine key parameters in preparation for a definitive trial. The design was an individually randomised feasibility trial comparing recovery groups in addition to treatment as usual (TAU) with TAU alone. Ninety-two isiXhosa-speaking people with psychosis and forty-seven linked caregivers were recruited from primary care clinics and randomly allocated to trial arms in a 1:1 allocation ratio. TAU comprised anti-psychotic medication delivered in primary care. The intervention arm comprised six recovery groups including service users and caregivers. Two-hour recovery group sessions were delivered weekly in a 2-month auxiliary social worker (ASW)-led phase, then a 3-month peer-led phase. To explore acceptability and feasibility, a mixed methods process evaluation included 25 in-depth interviews and 2 focus group discussions at 5months with service users, caregivers and implementers, and quantitative data collection including attendance and facilitator competence. To explore potential effectiveness, quantitative outcome data (functioning, relapse, unmet needs, personal recovery, stigma, health service use, medication adherence and caregiver burden) were collected at baseline, 2months and 5months post randomisation. Trial registration: PACTR202202482587686. Qualitative interviews revealed that recovery groups were broadly acceptable with most participants finding groups to be an enjoyable opportunity for social interaction, and joint problem-solving. Peer facilitation was a positive experience; however a minority of participants did not value expertise by lived experience to the same degree as expertise of professional facilitators. Attendance was moderate in the ASW-led phase (participants attended 59% sessions on average) and decreased in the peer-led phase (41% on average). Participants desired a greater focus on productive activities and financial security. Recovery groups appeared to positively impact on relapse. Relapse occurred in 1 (2.2%) of 46 participants in the recovery group arm compared to 8 (17.4%) of 46 participants in the control arm (risk difference -0.15 [95% CI: -0.26; -0.05]). Recovery groups also impacted on the number of days in the last month totally unable to work (mean 1.4days recovery groups vs 7.7days control; adjusted mean difference -6.3 [95%CI: -12.2; -0.3]). There were no effects on other outcomes. Peer-led recovery groups for people with psychosis in South Africa are potentially acceptable, feasible and effective. A larger trial, incorporating amendments such as increased support for peer facilitators, is needed to demonstrate intervention effectiveness definitively.

Feasibility of Using Simulation to Evaluate Implementation Fidelity in an Advance Care Planning Pragmatic Trial.

Background and Objectives: Traditional methods of fidelity monitoring are not possible in pragmatic trials in real-world clinical settings. We describe our approach to monitoring and reinforcing the fidelity to ACP conversations for a hard-to-reach subpopulation by using standardized patients in a pragmatic trial. Research Design and Methods: We developed standardized patient scenarios grounded in the Respecting Choices First Steps™ Advance Care Planning curriculum to provide an opportunity to reinforce and assess ACP facilitator competency. Scenarios represented one-on-one encounters. The first case was a standardized patient with cognitive impairment and the second case involved a standardized patient with dementia and their care partner. A previously validated fidelity checklist was used to score skills and behaviors observed during simulations including encounter set-up, ACP topics, and general communication. Simulations involved voice teleconferencing to align primary modality of ACP in the pragmatic trial. Results: Six facilitators completed two standardized patient cases each. Overall fidelity scores were moderately high (78.8% ± 11.7; 63.4 - 95.6) for the case with cognitive impairment and for the case with the patient with dementia and care partner (76.2% ± 13.0; 54.4 - 91.5). Discussion and Implications: Simulation using standardized patients supported fidelity monitoring and provided coachable feedback to support facilitator competency. Our study can help inform future research and training related to advance care planning in older adults living with Alzheimer's disease and related disorders.

Penerapan Model Kirkpatrick dalam Evaluasi Program Pelatihan Kepemimpinan Perempuan di Pusat Pengembangan Sumber Daya Wanita Pasoendan Digdaya

Purpose – The purpose of this study was to evaluate how participants responded to the women's Leadership Training Program held by the Pasoendan Digdaya women's Resource Development Center (PPSW) in Lebak regency, Banten. To measure participants ' satisfaction with the training program, this evaluation used the Kirkpatrick reaction Level Model.Method – This study was designed to use descriptive qualitative methods. Data were collected through interviews with 10 trainees. The questionnaire addresses various things, such as the relevance of the material, instructor performance, and training facilities. To determine the level of satisfaction of participants, descriptive was used to analyze the data.Findings – The results indicated that participants were generally satisfied with the training program. The training and consumption schedules have been adjusted to meet the needs of the trainees, and the material presented is considered relevant and applicable. However, the instructor is considered to have strong presentation skills. Additionally, the media and facilities used received positive responses, although there are some suggestions for improvements. Research Implications – Providing women with leadership opportunities significantly advances gender equality by ensuring equal access for both women and men. The findings indicate that while the overall training program effectively meets participants' needs, there is room for improvement in the facilitators' skills and the customization of training materials. It is recommended that PPSW Pasoendan Digdaya enhance facilitator competencies and tailor training content more closely to the specific needs of the participants. This study also highlights the potential for further research into effective teaching methods to bolster women's leadership capabilities.

Effectiveness of the KOTAKU (City Without Slums) Program in Sidoarjo Regency

This study aims to assess the effectiveness of the KOTAKU program in reducing slum settlements in Sruni Village, Gedangan Sub-district, Sidoarjo Regency. It will also examine the factors that support and hinder its success. This research takes a qualitative approach. Milles and Hubberman's qualitative analysis was utilized to explore the data. According to the study's findings, the KOTAKU Program has been effective because it fits the indications of clear objectives to be met, straightforward strategies for reaching program objectives, and a sound process of analysis and policy creation; the KOTAKU program has been successful because it meets the indicators of clear program objectives, straightforward strategies for achieving program objectives, a solid policy analysis and formulation process, careful planning, appropriate program preparation, availability of work facilities and infrastructure, effective and efficient implementation, and an educational monitoring and control system. There are both supportive and hindering aspects to the KOTAKU program. Facilitator competency, proper facilities, a sufficient budget, and a clear organizational structure are beneficial. The restricting elements are inaccurate information or hoaxes about the KOTAKU Program that circulate on social media and a restricted number of facilitators that assist with program implementation.

Unpacking the perceptions and experiences of student facilitators in interprofessional education: a qualitative study

ABSTRACT Enhancing health professional students’ effective learning and collaborative practice requires a deep understanding of strategies for facilitating interprofessional learning. While faculty members and clinical preceptors are recognized as facilitators in interprofessional education (IPE), there is limited knowledge about the impact of student facilitators’ engagement in IPE. Accordingly, this study aims to explore the perceptions and experiences of student facilitators in IPE. Thirteen student facilitators were recruited to lead an interprofessional learning program, and they were subsequently invited to participate in one-on-one interviews. An interview guide was developed to explore their motivations, expectations, engagement, effectiveness, and achievements in IPE facilitation. Thematic analysis was conducted using MAXQDA software to analyze the student facilitators’ experiences and perceptions. Eight interviewees from various disciplines, including Medicine, Nursing, Pharmacy, Speech and Hearing Sciences, and Social Work, took part in the study. The findings revealed that student facilitators highly valued their IPE facilitation experience, which aligned with their expectations and led to the creation of social networks, increased confidence, improved understanding of other professions, and the development of lifelong skills. Furthermore, the student facilitators demonstrated cognitive and social congruence by establishing a relaxed learning environment, displaying empathetic and supportive behaviors, and using inclusive language to engage IPE learners in group discussions. This study provides a comprehensive understanding of the role of student facilitators in IPE, contributing to the evolving literature on IPE. A conceptual framework was developed to explore the entire facilitation experience, encompassing the motivations and expectations of student facilitators, their engagement and effectiveness, and the observed achievements. These findings can inform the development of peer teaching training in IPE and stimulate further research in identifying relevant facilitator competencies for optimal delivery of IPE.

Cultural adaptation and evaluation of the measurement properties of the Facilitator Competency Rubric for clinical simulation facilitators.

translate and adapt the Facilitator Competency Rubric to the Portuguese language and the Brazilian culture, and analyze the measurement properties. methodological study that completed the steps of translation, synthesis of translations, back translation, review by a Committee of Experts composed of 7 professionals, testing of the pre-final version with 33 simulation facilitators, and submission to the author of the original instrument. For content validation, the Content Validity Index and the modified Kappa Coefficient were calculated. For reliability, Cronbach's α and the Intraclass Correlation Coefficient were evaluated by 52 and 15 simulation facilitators, respectively. two rounds of content evaluation were carried out, resulting in changes to 19 items in the first evaluation and 3 items in the second. The overall scale achieved a Cronbach's α of 0.98 and an Intraclass Correlation Coefficient of 0.95 to 0.97. the Facilitator Competency Rubric was translated and culturally adapted to the Brazilian reality and presented content validity, reliability and stability, with safe results for use in teaching and research.

Competencies Needed for Guiding the Digital Transition of Agriculture: Are Future Advisors Well-Equipped?

As the penetration of digital technologies in agriculture deepens, farm advisors have to cope with new roles, which generate the need for updating already possessed and developing new competencies. Although in-service advisors can build such skills through their involvement with the practice of digital agriculture, students of agronomy (and related) departments who will undertake the role of advisors in the future are expected to develop relevant competencies during their university education. Do current curricula supply them with such competencies? In pursuing this question, in the present study, we developed a theoretical scheme involving eight sets of competencies. After constructing a scale for each set, we collected data from students enrolled in an agronomy department of a Greek university. Our findings revealed that participants’ overall competency in dealing with digital agriculture was considerably low. Among the eight sets of competencies, the highest scores were observed for empathy and future orientation, while students had low levels of technology exploitation, technology integration, and transition facilitation competencies. A regression analysis indicated that the two last sets shape students’ overall competency. These results point out the need to integrate a farmer-centered philosophy in digitalization-related higher agronomic education and consider the critical role that social science can play in equipping future advisors with competencies needed to facilitate the digital agricultural transition.

Facilitator competency rubric in nursing simulations: transcultural adaptation and validation of the German version

BackgroundSimulations are part of nursing education. To obtain good results, simulation facilitators need to be competent in simulation pedagogy. Part of this study was the transcultural adaptation and validation of the Facilitator Competency Rubric into German (FCRG) and the evaluation of the factors associated with higher competencies.MethodA written-standardized cross-sectional survey was conducted. N = 100 facilitators (mean age: 41.0 (9.8), female: 75.3%) participated. Test–re-test, confirmatory factor analysis (CFA), and ANOVAs were conducted to evaluate the reliability and validity of, and the factors associated with, FCRG. Intraclass correlation coefficient (ICC) values > .9 indicate excellent reliability.ResultsThe FCRG achieved good intra-rater reliability (all ICC > .934). A moderate correlation (Spearman-rho .335, p < .001) with motivation indicates convergent validity. The CFA showed sufficient to good model fits (CFI = .983 and SRMR = .016). Basic simulation pedagogy training is associated with higher competencies (p = .036, b = 17.766).ConclusionThe FCRG is a suitable self-assessment tool for evaluating a facilitator’s competence in nursing simulation.

Peer-led recovery groups for people with psychosis in South Africa (PRIZE): protocol for a randomised controlled feasibility trial

BackgroundThe available care for people with psychosis in South Africa is inadequate to support personal recovery. Group peer support interventions are a promising approach to foster recovery, but little is known about the preferences of service users, or the practical application of this care model, in low- and middle-income countries (LMIC). This study aims to assess the acceptability and feasibility of integrating peer-led recovery groups for people with psychosis and their caregivers in South Africa into existing systems of care, and to determine key parameters in preparation for a definitive trial.MethodsThe study is set in Nelson Mandela Bay Metropolitan district of the Eastern Cape Province, South Africa. The design is an individually randomised parallel group feasibility trial comparing recovery groups in addition to treatment as usual (TAU) with TAU alone in a 1:1 allocation ratio. We aim to recruit 100 isiXhosa-speaking people with psychosis and 100 linked caregivers. TAU comprises anti-psychotic medication-focused outpatient care. The intervention arm will comprise seven recovery groups, including service users and caregiver participants. Recovery groups will be delivered in two phases: a 2-month phase facilitated by an auxiliary social worker, then a 3-month peer-led phase. We will use mixed methods to evaluate the process and outcomes of the study. Intervention acceptability and feasibility (primary outcomes) will be assessed at 5 months post-intervention start using qualitative data collected from service users, caregivers, and auxiliary social workers, along with quantitative process indicators. Facilitator competence will be assessed with the GroupACT observational rating tool. Trial procedures will be assessed, including recruitment and retention rates, contamination, and validity of quantitative outcome measures. To explore potential effectiveness, quantitative outcome data (functioning, unmet needs, personal recovery, internalised stigma, health service use, medication adherence, and caregiver burden) will be collected at baseline, 2 months, and 5 months post-intervention start.DiscussionThis study will contribute to the sparse evidence on the acceptability and feasibility of peer-led and recovery-oriented interventions for people with psychosis in LMIC when integrated into existing care systems. Results from this feasibility trial will inform preparations for a definitive trial and subsequent larger-scale implementation.Trial registrationPan-African Clinical Trials Register PACTR202202482587686. Registered on 28 February 2022. https://pactr.samrc.ac.za/TrialDisplay.aspx?TrialID=21496.

Mindfulness-Based Teaching Competency Assessment: Comparing Self-Assessment With Expert Evaluation in the Veterans Administration - Compassionate Awareness Learning Module Program.

Meditation, including Mindfulness-Based Interventions (MBI), is a required Complementary and Integrative Health intervention at the US Department of Veterans Affairs (VA). Training VA clinicians to provide MBI at scale must address fidelity concerns and the assessment of clinician competency. The psychometric properties of the Mindfulness-Based Intervention: Teaching Assessment Criteria (MBI:TAC), a widely used tool for assessing facilitator competence, continue to be explored. To support the dissemination of MBI, the utility of using the MBI:TAC for self-assessment for clinicians in a national training program was evaluated. In a training cohort of VA clinicians (n = 39), participant self evaluations on 2 domains of the MBI:TAC are compared to the competency scores of 2 expert evaluators as based on the observations of a 10-minute exercise. Additionally, the inter-rater reliability between the 2 experts was explored. Intraclass Correlation for the 2 expert evaluators for Guiding Practice was significant (ρ = .83, P = .003), but was not significant for Embodiment of Mindfulness (ρ = .34, P = .186). Self-evaluation scores were not significantly correlated to expert rater scores such that participants rate their level of competence higher than expert scores. The MBI:TAC, while an essential tool in teacher training, may not produce accurate scores when used for self-assessment. Instruction from a senior teacher is needed for accurate scoring. Interrater reliability may be improved with enhanced domain operationalization and training. Implications for MBI training are explored.

Community Facilitator: Human Resources Or Human Capital?

Community Facilitator is indispensable in the development programs that use a community-based approach. Its existence has been an integral part of community-driven development since the early 1980s. The question is, is it human resources or human capital? What competencies must a facilitator have to carry out their duties effectively? This research was conducted with a qualitative approach through FGD and interviews with informants to answer the following questions: (i) what is a facilitator? (ii) how does the facilitator work? (iii) what competencies must the facilitator have? (iv) what is the difference between human resources and human capital? (v) is the facilitator a human resource or human capital? In this research, the facilitator's competence will be identified using the KSA framework (knowledge, skill, and attribute).&#x0D; Based on the study, a facilitator is defined as a person with certain knowledge, skills, and attributes, who is assigned to introduce, plan, and organize the implementation of a program to the program beneficiaries so that the program can be implemented following the predetermined budget, provisions, quality, and procedures. Facilitators must know the program cycle, local culture/tradition, formal and informal figures in the village, and the resources required for the program implementation. The facilitator's must-have skills include communication, organizing, mediation, administration-finance, and various construction technical skills. Meanwhile, the attributes needed include commitment, responsibility, and adaptation.&#x0D; A human resource is a worker using knowledge, skills, and commitment to carry out tasks with clearly defined processes and outputs. Human capital is a worker who uses knowledge, skills, creativity, innovativeness, and commitment to carry out tasks to increase the organizational value-added, with processes and outputs that have not been clearly defined. From an individual and organizational perspective, community facilitator is categorized as human capital.

What Really Matters for Supervision Training Workshops? A Realist Evaluation.

PurposeSupervision training supports health care supervisors to perform their essential functions. Realist evaluations are increasingly popular for evaluating complex educational interventions, but no such evaluations exist appraising supervision workshops. Building on an earlier realist synthesis of supervision training, the authors evaluated whether supervision workshops work, for whom and under what circumstances, and why.MethodThe authors conducted a 2-stage realist evaluation during 2018–2019 to refine and develop program theory. The intervention involved half-day, face-to-face supervision workshops as part of an Australian state-wide government-funded program for health care and human services supervisors. Data collection involved realist interviews with 10 workshop developers (stage 1) and 43 supervisors (stage 2). The authors employed team-based data analysis using realist logic to refine and develop program theory by identifying contexts, mechanisms, outcomes, and context-mechanism-outcome configurations.ResultsDespite their brevity, the supervision workshops had many reported benefits for supervisors (e.g., improved satisfaction) through various perceived mechanisms pertaining to pedagogy (e.g., mixed pedagogies), workshops (e.g., optimal duration), and individuals (e.g., supervisor engagement). However, they also yielded negative reported outcomes (e.g., suboptimal knowledge gains) brought about by assorted perceived mechanisms related to pedagogy (e.g., suboptimal peer learning), workshops (e.g., content irrelevance), and individuals (e.g., suboptimal facilitator competence). Such mechanisms were thought to be triggered by diverse contexts including supervisors’ levels of experience, sector, and workplace supervision cultures.ConclusionsWhile the findings partly support the realist synthesis of supervision training and previous realist evaluations of faculty development, this realist evaluation extends this literature considerably. Health care educators should employ mixed pedagogies (e.g., didactic teaching, peer learning), relevant content, optimal workshop duration, and competent/engaging facilitators. Educators also need to tailor workshops according to supervisors’ contexts including the sectors and supervision cultures in which supervision is practiced, and supervisors’ levels of experience (e.g., experienced supervisors appreciated workshop brevity).

Digital storytelling with South African youth: a critical reflection

PurposeIn this paper the authors share, and reflect critically on, the experience of using digital storytelling (DS) methods in a South African township. We interrogate the innovations prompted as we operationalized DS in a context that has historically prized collectivist values and that experiences chronic resource constraints.Design/methodology/approachThe authors ask: How can DS be optimally used to understand youth resilience in a collectivist, developing context? The authors worked with 18 older adolescents (aged 18–24) during two day-long events. The authors provide detailed descriptions of the method used, and offer reflections focusing on narrative, visuals and technology-mediation.FindingsThis study concludes by sharing four key lessons learned during the project. First, revisit the definition of “story” for your context, participant group and time. Second, a slower process yields more meaningful product. Third, facilitator competence matters. Finally, advance and deeper thinking about the ways in which technology will be used leads to richer research outcomes.Originality/valueThe paper reflects on the interplay between the transactional nature of contemporary digitally-mediated methods in a low-resource setting and with a seldom-heard population, and it's relationship with the ancient local traditions of story-making and audiencing.

Multicultural Competency Training Model for Digital Publicists

The objective of this study is to develop and evaluate a multicultural competency training model for digital publicists. It is research and development which the researchers have divided the research process into 3 steps. Step 1: Developing a multicultural competency training model for digital publicists. Step 2: Evaluating the suitability of the developed multicultural competency training model for digital publicists. Lastly, step 3: Adapting a multicultural competency training model to developed digital publicists. Furthermore, the study found that the multicultural competence of digital publicists consisted of 4 competencies: 1) Digital Engagement Competency, 2) Dissemination Competency, 3) Facilitation Competency, and 4) Consulting Competency. Moreover, the results of the developed multicultural competency training model adaptation for digital publicists can be divided the assessment into 3 areas including, 1) Knowledge: the sample group has higher scores after training, 2) Skill: the sample group has the overall multicultural digital public relations skills at an excellent level, and 3) Attitude: overall, the sample group has a superb attitude.

Unpacking economic programme theory for supervision training: Preliminary steps towards realist economic evaluation.

Cost studies are increasingly popular given resource constraints. While scholars stress the context-dependent nature of cost, and the importance of theory, cost studies remain context-blind and atheoretical. However, realist economic evaluation (REE) privileges context and the testing/refinement of economic programme theory. This preliminary REE serves to test and refine economic programme theory for supervision training programmes of different durations to better inform future programme design/implementation. Our preliminary REE unpacked how short (half-day) and extended (12 week) supervision training programmes in Victoria, Australia, produced costs and outcomes. We employed mixed methods: qualitative realist and quantitative cost methods. Economically optimised programme models were developed guided by identified cost-sensitive mechanisms and contexts. As part of identified context-mechanism-outcome configurations (CMOCs) for both training programmes, we found a wider diversity of positive outcomes but greater costs for the extended programme (11 outcomes; AU$3069/learner) compared with the short programme (7 outcomes; $385/learner). We identified four shared cost-sensitive mechanisms for both programmes (training duration, learner protected time, learner engagement, and facilitator competence) and one shared cost-sensitive context (learners' supervisory experience). We developed two economically optimised programme models: (1) short programme for experienced supervisors facilitated by senior educators ($406/learner); and (2) extended programme for inexperienced supervisors facilitated by junior educators ($2104/learner). Our initial economic programme theory was somewhat supported, refuted and refined. Results were partly consistent with previous research, but also extended it through unpacking cost-sensitive mechanisms and contexts. Although our preliminary REE fills a pressing gap in the methodology literature, conducting REE was challenging given our desire to integrate economic and realist analyses fully, and remain faithful to realist principles. Attention to training duration and experience levels of the facilitator-learner dyad may help to balance the cost and outcomes of training programmes.

World Health Organisation-Caregiver Skills Training (WHO-CST) Program: Feasibility of Delivery by Non-Specialist Providers in Real-world Urban Settings in India.

The World Health Organization-Caregiver Skills Training Program, a parent-mediated early intervention facilitated by non-specialist providers piloted in urban India was evaluated using mixed-methods for feasibility and effects on child and caregiver outcomes. Caregivers (n = 22) of children (2-9years) with social-communication delays participated in a single-group pre-post study. High rates of caregiver attendance, improved caregiver fidelity, and facilitator competency suggested program feasibility. Caregivers voiced acceptability of various intervention-components. The intervention was associated with improved caregiver-reported skills and knowledge (p < 0.00), reduction in stress (p = 0.03), improved child developmental outcomes on communication and social interaction (p < 0.00), and adaptive behaviors (p < 0.00). Challenges about logistics and availability of time were highlighted. Implications of results in resource-poor settings and recommendations for future feasibility trials are discussed.

A study on the development of facilitation competency enhancing program of lifelong education instructor

목적 본 연구는 평생교육강사에게 필요한 퍼실리테이션 역량과 구성요소를 구체화하고, 각 역량을 향상시킬 수 있는 주제와 활동을 구성하여 인간중심 촉진 방법을 적용한 평생교육강사의 퍼실리테이션 역량 강화 프로그램을 개발하는 데 목적이 있다. 방법 프로그램 개발을 위하여 문헌분석을 통해 평생교육강사에게 필요한 퍼실리테이션 역량과 구성요인을 도출하고, 델파이 조사를 2회 실시하여 구성요인과 프로그램 회기별 주제를 확정하였다. 각 주제의 목표를 달성하는데 효과적인 다양한 기법을 검토하여, 프로그램을 개발하였다. 결과 퍼실리테이션 역량은 효과적 커뮤니케이션, 학습활동 촉진, 창의적 사고 촉진의 3개 역량과 8개의 구성요인으로 도출되었고, 구성요인을 각 회기의 주제로 설정하여 프로그램 활동을 구성하였다. 결론 개발된 평생교육강사 퍼실리테이션 역량 강화 프로그램은 퍼실리테이션을 학습자중심 교육의 관점에서 정의하여 평생교육 강사들이 프로그램에서 접한 내용을 현장에 활용할 수 있는 가능성을 높였다. 또한 이 프로그램은 교수방법을 구체적으로 제시하여 평생교육강사를 양성하고, 이들의 전문성을 강화하기 위한 프로그램으로 활용될 수 있을 것이다.

Feasibility of an Advance Care Planning Program (ACP) for Korean Community-Dwelling Older Adults and ACP Training of Advance Practice Nurses

ABSTRACT This study aimed to develop a locally suitable advance care planning (ACP) program for older community-dwelling adults and a training program for nurse facilitators in Korea, and to evaluate their feasibility from the facilitators’ experiences. This was a mixed methods pilot study that assessed the feasibility of an ACP program by analyzing survey, checklist, and focus group interview data. The ACP program was named CLOSE (Communicating and Listening to Our Seniors’ voices about End-of-life care). Home health care nurses (N = 9) participated in this study. The participants reported that CLOSE was applicable to older community-dwelling adults and the training program was useful for increasing facilitator competency. We suggest some lessons from this pilot study that can be used to improve the ACP program and encourage community health nurses to participate in ACP as facilitators.