20171023 The Train-the-Trainer Model 1-1 Taiwan-USA Experience -- Educating Taiwan Interprofessionals -to be Teachers of Caregivers

1. Rosemary Goodyear Ed.D. APRN FAANP
Nurse Consultant Associates
United States of America
www.nurseconsultantassociates.com
The Train-the-Trainer Model 1-1
Taiwan-USA Experience
－ Educating Taiwan Interprofessionals
to be Teachers of Caregivers

2. Objectives:
Discuss the origins of the initial grant
Identify the principles of adult education
Discuss the methods of redesigning a curriculum
List the knowledge and skills necessary for
teaching an interprofessional group of adults
Explore evaluation of caregiver to assure
competence upon program completion

3. ‘Scaling up the health workforce’
 Definition-
‘Scaling up’ has entered common
usage to refer to expanding and
improving an intervention, a
programme or services with a view
to meeting some desirable target
more rapidly. (p. 11)

4. “Scaling Up the stock of health workers”
 United Nations Millennium Development Goals, WHO Human Resources
for Health and now UN Sustainable Development Goals all speak to
having sufficient workforce for caring of the world’s citizens.
 “Qualified providers, available in adequate numbers to deliver
the services….”
 Increase the workforce through the method of “Scaling Up”
 Dussault, G., Fronteira, I, Prytherch, H., Dal Pos, M. R., Ngoma,
D., Lunguzi, J., & Wyss, K., 2009. Scaling Up the Stock of Health
Workers. International Centre for Human Resources in Nursing,
International Council of Nurses, Geneva, Switzerland

5. Overview
This project was solicited to- and funded by -the
USA State Department through a Fulbright
Specialist Grant.
Fulbright Specialist was identified, and the
program was scheduled for a 4-6 week period in
the fall of 2014.
City officials of Taichung, Taiwan Health
Department identified that the aged citizens were
not receiving adequate or proper care

6. Overview cont.
 Identify graduate nurses who had an interest in
learning how to teach and improve caregiver
training.
 Their outcome goal was to learn how to teach
and prepare the caregivers as competent
providers of the aged.
 The use of the short term “Train the Trainer”
(TTT) format was applied

7. Project Time Line
Week 1
• Meetings
• Agency
Visits
• Focus
Groups
Week 2
• Assessment
• Outlining
• Lesson Plans
Week 3
• Objectives
• Teaching
methods
• Aids
Week 4
• Evaluation
• Practice
Teaching
• Focus
Groups Using Train the Trainer
format, the time line
demonstrates the progress
of the course.
Time line for TTT Project

8. Identifying Potential Students
 13 nurses and interprofessionals interested in
becoming teachers of caregivers were identified
 Demographic data were collected about the students,
opinions of care of the aged, extent of clinical
experience, and level of education.
 Learning styles, peer review and course evaluation
data were also collected.

9. Demographic Data
 Gender: Female (13)
 Age range: 30-40 (11)
50+ (2)
 Title: Nurse (11): Caregiver (1)
Research Asst. (1)
 Education: Secondary School (2) College (6)
Graduate School (5)

10. Caregiving Questionnaire
 Likert score average 1-10 with 1=least agreement and 10=most agreement)
 1) Cultural value - family is responsible to care for their
elders in the home? Pre: (59) Post: (81)
 2) Is it OK to hire a caregiver if living away from elders?
Pre: (62) Post: (77)
 3) Should caregivers have the opportunity to advance in
health careers? Pre: (76) Post: (94)

11. Train the Trainer Course Content
 Introduction
 Adult Learning Principles
 Assessing Training Requirements
 Outlining Training Content
 Identifying Teaching Methods
 Training Aids and Lesson Planning
 Facilitation Skills and Problems in Classroom
 Practice Teaching and Evaluation

12. Applying Adult Learning Principles
 First - Clarify adult vs children’s ways of learning
 Learning style inventory
 Second – Sharing of individual learning goals and life
experiences and resources brought to program.
 Interview and presentation
 Third- Set ground rules for class expectations
 Participation
 Translation

13. Adult Learning Principles
 Focus on real world problems
 Application of what is learned in everyday
service
 Promote and allow questions and discussion
 Respect opinions of others and new ideas
 Explore resources of peers and integrate into
learning
 Treat learners as adults

14. Assessment, Planning and Developing a
Curriculum
 Analyze the need for change in the current program
for educating the caregiver
 Using existing topical outline for caregiver training
and Focus Group feedback from community agencies
– realign and enlarge content, sequence and level
learning
 Introduce designing learning objectives for the
course, and for a lesson.

15. Assessment, Planning and Developing a
Curriculum
 Outline and sequence the content for caregiver course
 Introduce, discuss, and demonstrate different teaching
methods to be used in a lesson
 Develop lesson plans that include teaching aids and
facilitation skills
 Discuss importance of evaluation of lessons, and the
course to assure competent and safe caregiver

16. Knowledge and Skills Needed for Teaching
Interprofessionals to TEACH
 Analyzing and identifying the needs-
 Review and critique the existing course preparing
caregivers
 Define essential content for caregiver to master
 Content proceeds from simple to complex process, identify
missing content, group like content into modules.
 Assess the learning styles of students and apply adult
learning principles

17. Knowledge and Skills Needed for
Teaching Interprofessionals to TEACH
 Learning objectives and Lesson Plans-
Differentiate course, module, and lesson
objectives
Outline the course, module and lesson content,
and develop learning objectives
Map out a lesson plan

18. Knowledge and Skills Needed for
Teaching Interprofessionals to TEACH
 Teaching methods, aids and facilitation
 Demonstrate different teaching methods during presentation of
the TTT course
 Have students discuss the methods best suited for their lessons
 Include an example of teaching aids
 Identify and demonstrate methods for facilitation through
questioning, observing, attending and listening

19. Knowledge and Skills Needed for
Teaching Interprofessionals to TEACH
 Evaluation and Presentation
Discuss and explore methods for evaluating
the lessons, course and competency of
caregiver students.
Allow student teachers to present a lesson to
peers, introduce peer review and give
feedback following the presentation.

20. Summary
 The project was completed with all enrolled
students completing the course
 Group I identified the need for additional education
for caregivers who work with the aged and their
families in advanced stages of infirmity and illness
 Following course completion several of the nurses
came to the USA to observe our system of caring for
the aged

21. Ongoing program
 In 2015 and 2016 a 2nd group and 3rd group
of interprofessionals enrolled in TTT program
to teach caregivers
 The second group added content to the
curriculum for an advanced level of caregiver
 39 graduates are now teaching caregivers in
Taichung, Taiwan.

22.  This concludes the presentation on Teaching
Nurses To Teach – a demonstration of ‘Scaling
Up’ of the health system workforce and meeting
one of United Nations' Sustainable Development
Goals.
 Thank you for your interest.
 Rosemary Goodyear Ed. D., APRN, FAANP
 Nurse Consultant Associates