Publication
HEBS obesity campaign: training needs assessment
| Contents: | Acknowledgements Glossary and abbreviations Summary 1. Background to the research 2. Aims and objectives 3. Sample and methods 4. Overweight and obesity managment : findings from interviews 5. The role of the community dietitian : findings from interviews 6. Professional development, computer skills and IT training needs: questionnaire results 7. Discussion and conclusions Appendix 1. Interview schedule Appendix 2. Questionnaire Appendix 3. Questionnaire results - tables |
6. Professional development, computer skills and IT training needs: questionnaire results
A total of 106 completed questionnaires had been retrieved/ returned by the cut off date. The full questionnaire is presented in Appendix II. A summary of the results are presented below with associated tables presented in Appendix III. Tables are not presented for qualitative questions in the questionnaire. Table numbers correspond to the associated question in the questionnaire. The responses of DNs and MWs, and sometimes HVs, are presented together unless a difference was observed in the pattern of responses.
6.1 Professional development issues and training choice
6.1.1 Access to Study Time
93% of respondents indicated that they could get access to study time/leave for professional development within working hours. Only 6 individuals (2 GPs and 4 DNs) said that they could not due to time or financial constraints (Table 1).
Only half of the respondents gave an indication of how much study leave they were allowed per year. Of these, over half indicated that they got 5 days study leave per year. The remaining respondents got anything from 1 to 10 days per year, most in the region of 3 days.
Although less than half of respondents gave an indication of how study time/leave was allotted, of those who did reply to this question, just over half indicated that study leave was allotted rotationally and just under half on a first come first serve basis.
6.1.2 Permission/Approval
Almost two-thirds of GPs indicated that they discussed the feasibility of study leave with colleagues, and a quarter that they required no-one’s permission for study leave.
The vast majority of HVs, DNs and MWs indicated that they had to seek permission/approval for study leave from team leaders and/or line managers.
Two-thirds of PN’s sought permission/approval from GPs and a quarter from the practice manager.
6.1.3 Funding
GPs indicated several sources of funding for training, including practice funding, PGEA grant or Health Board funding, and self finance. Training for HVs, DNs and MWs was largely health board funded. A small number reported that the practice funded their training. PN’s were mainly practice funded for training events with a small number receiving health board finance.
6.1.4 Staffing Implications
The most common strategy for resolving staffing implications resulting from attendance at training events was for colleagues to cover. This was the case for two-thirds of GPs, three quarters of HVs, DNs and MWs and half of the PN’s. A quarter of PN’s rescheduled appointments as did a small number of HVs, DNs and MWs. Less than a quarter of GPs and of PN’s had a locum employed to cover their absence.
6.1.5 Ease of Access to Study Leave/Time
74% of GPs and 81% of PN’s indicated it was ‘very easy’ or ‘fairly easy’ to get study time/leave. This compared to only 54% of HVs, DNs and MWs (Table 2).
6.1.6 Personal Time Allotted to Professional Development/Training
91% of GPs, 91% of PN’s and 82% of HVs, DNs and MWs indicated that they had allotted personal time to professional development (Table 3). Several of the community nurses were working towards degree status. All professions found it difficult to specify how much personal time was committed to professional development activities but in general, several evenings and/or weekends per year were allotted.
Of those who had never allotted personal time to professional development, 77% indicated that they were probably willing to do so if the need arose. Only 15% were not willing to do so (Table 3b). Overall, 39% of those who had never allotted personal time to professional development did not think it was appropriate to have to do so (Table 3c).
6.1.7 Personal Choice in Training Selection
Personal choice was the main factor influencing training undertaken by 65% of GPs, 50% of HVs, DNs and MWs and 27% of PN’s. PN’s were more likely to indicate that training choice was a response to a combination of both personal choice and the needs of the primary care team (68%) than GPs (35%), HVs, DNs and MWs (40%). (Table 4).
6.1.8 Feedback Provided to Colleagues
Only 32% of GPs were expected to provide feedback to colleagues compared to 96% of DNs, HVs and MWs and 68% of PN’s (Table 5). Feedback was usually provided informally at team meetings or over coffee.
6.1.9 Importance of Accreditation
Accreditation held at least some importance for 65% of GPs, 92% of HVs, DNs and MWs and 92% of PN’s. Accreditation appeared to be slightly more important to HVs, DNs and MWs with 68% rating it as ‘very important’ or ‘quite important’ compared to 47% of GPs and 46% of PN’s (Table 6). Two-thirds of HVs, DNs, MWs and PN’s thought that accreditation held some degree of importance for those who gave them permission to attend a course (Table 7).
6.1.10 Appropriate Forms of Accreditation
For GPs, the only source of accreditation sought or required was PGEA. For DNs, HVs, MWs and PN’s, attendance certificates or P.R.E.P. or C.A.T.S. points were desirable.
6.1.11 Other Factors Influencing Training Attendance
Personal and professional development, usefulness to professional practice, distance, time, content, interest, staff availability (for cover) and finance were factors identified by all professionals as influencing a decision to access training on any given topic.
6.1.12 Participation in Distance Learning Programmes
79% of GPs, 88% of HVs, DNs and MWs and 50% of PN’s had never taken part in a distance learning programme (Table 10). For those who had, positive aspects of the experience included being able to work at ones own pace, flexibility to work when wished or as was possible around practice and/or family commitments, time to do assignments properly and the provision of a recognised qualification on completion. Negative aspects of the experience included not having anyone to discuss points with face to face giving rise to feelings of a lack of support, the amount of personal study time required outwith working hours, and the long wait for assignments to be returned marked. Factors which would have improved the programmes experienced included having a network of other students to contact, more back-up in the practice, more study leave, personal contact with tutors, tutorials or group work sessions, easier access to library facilities, quicker marking time and greater use of/access to IT.
6.2 Access to computer hardware and software
6.2.1 Computer Hardware and Software at Work
94% of GPs and 95% of PN’s had access to a computer at work. DNs and MWs were the worst off in this respect with only a third having access to a computer compared to approximately two-thirds of HVs (Table 11).
6.2.3 Connection to the NHS Net
Approximately 50% of the practices in the sample appeared to be connected to the NHS net although contradictory information was given across professions and even between GP colleagues. It is expected that all practices should be connected to the NHS net this year.
6.2.4 Computers at Home
Three quarters of GPs, two-thirds of PN’s, and just over a third of HVs and DNs and MWs had a computer at home Table 12).
6.2.5 Modems and Email at Home
Of those who had a computer at home (n=61), two-thirds of the GPs and PN’s had a modem had a modem at home. Only a third of DNs and MWs and 14% of HVs reported having a modem at home (Table 12b).
Half of the GPs and PN’s had an email address at home compared to only a quarter of DNs and MWs and 14% of HVs (Table 12c).
6.2.6 Computer Use
71% of GPs, 86% of PN’s and approximately 40% of DNs, HVs and MWs used a computer daily or weekly. 15% of GPs, and approximately a third of DNs, MWs and HVs never used a computer compared to only 5% of PN’s (Table 13).
6.3 Use of the Internet
6.3.1 Use of the Internet
Approximately half of the GPs, a quarter of PN’s and 15% of HVs, DNs and MWs had ever accessed the internet. Of these, the main purpose for accessing the net was for sending or receiving emails, literature and/or information searches (e.g. Medline) or simply to ‘surf’ (Table 18).
6.3.2 Perceptions of Online Learning
Approximately half of the GPs, PN’s and HVs and a third of DNs and MWs indicated that they knew what was meant by online learning (Table 19). A short description of on-line learning was provided in the questionnaire to allow respondents to consider its value. When asked whether online learning could make professional development more accessible/feasible, 82% of GPs, 82% of PN’s and 84% of DNs, HVs and MWs thought that it could (Table 20). Benefits were seen as similar to those of distance learning in terms of working at ones own pace and at convenient times, but with the additional advantage of highly up to date information. Some concerns were expressed regarding the effort involved in acquiring the skills to be able to participate in online learning, however.
6.4 IT training and support needs
6.4.1 Confidence with Computers
Approximately half of the GPs and PNs but only a quarter of DNs, HVs and MWs felt ‘very’ or ‘quite’ confident in relation to computer use and software packages, only 7% being ‘very confident’ overall. The majority of all professions were ‘not at all confident.’ (Table 14).
6.4.2 Software Familiar With
Approximately three-quarters of GPs were at least familiar if not adept with a windows based package such as Word for Windows, Microsoft Office or Windows 95. Approximately 15% were familiar with a desk top publishing package such as CorelDraw. Approximately 35% were familiar with medical packages such as GPASS (most common), VAMP, EMIS, or ENCARTA.
PN’s were familiar with a narrower range of packages than GPs including GPASS, Medical VAMP or Clarisworks (41%) and Microsoft Office or Windows 95 (32%).
HVs, DNs and MWs had had some contact with word processing packages such as Microsoft Office and Windows 95 (32%) and with packages such as GPASS, ENCARTA and VAMP (18%). A further 12% had some experience of data bases and spreadsheets, and 18% with computer based literature searches using, for example, Medline and Psyclit.
6.4.3 Computer Training Needs
94% of HVs, 91% of GPs, 64% of PN’s and 50% of DNs and MWs were aware of personal training needs in relation to computer use (Table 16), but few could be specific as to what they needed. As one community nurse stated, ‘Its difficult to know what you need if you don’t know what’s out there. I know nothing so I must need something!’
A quarter of GPs, a third of PN’s and almost half of the HVs, DNs and MWs needed a basic introductory computer course. Approximately 10% of respondents required to update their word processing skills, e.g. from WordPerfect to Windows. A small number also expressed an interest in training on spreadsheets and databases and on accessing the internet.
6.4.5 Motivation to Develop Computer Skills
All professionals were motivated to some degree to develop their computer skills. 82% of PN’s, 78% of HVs, 76% of GPs, 69% of DNs and 67% of MWs were ‘highly’ or ‘quite’ motivated to develop their computer skills (Table 17).