1 / 12

Beyond Kirkpatrick

Beyond Kirkpatrick. Paul Stevenson. Background. Skills & Knowledge increased, but little change in behaviour. Change training to increase effectiveness Local evaluation did not generate information to aid the development of future courses. Purpose of Evaluation.

algernon
Download Presentation

Beyond Kirkpatrick

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Beyond Kirkpatrick Paul Stevenson

  2. Background • Skills & Knowledge increased, but little change in behaviour. • Change training to increase effectiveness • Local evaluation did not generate information to aid the development of future courses.

  3. Purpose of Evaluation • Identify if teaching is meeting learners needs • Identify if current training is effective • Identify areas where teaching can be improved • Inform the allocation of resources

  4. Kirkpatrick Model Evaluation used Kirkpatrick model for basis of evaluation educational interventions Level 1 – Learner reaction Level 2a – Modification of learner attitudes & perceptions Level 2b – Learner acquisition of knowledge & skills Level 3 - Change in learner behaviour Level 4 - Benefits to the organisation/patient resulting from learner performance Kirkpatrick’s four levels of evaluation (1967,1994), adapted by Barr et al (2000)

  5. Kirkpatrick Model Tendency for declarative outcome measures Shows if the intervention has been effective… …but provides little information about why Learner Focused Fails to consider contextual/environmental variables View that training is solely responsible for any outcome

  6. What should be Evaluated? Ultimate aim is: Change in Behaviour Diffusion of innovation model, Rogers (1995)

  7. Transfer of Learning Baldwin & Ford (1988) transfer of training into practice. Three areas of influence on transfer : • Aspects of the course • Characteristics of the learner • Features of the work environment

  8. Common Barriers • The most commonly mentioned barriers to EBP are: • Environment • Organisational culture • Insufficient time • Lack of resources • Lack of support from colleagues and management • Training • Appropriate content • Delivery method • Learner • Personal lack of interest • Lack of skills • Low self-efficacy • Previous experience

  9. LET evaluation Rather than focus solely on the impact of the learner on the environment, we also measure the impact of the environment on the learner. Lewin’s (1951) equation B=f (P,E) Behavior is a function of the person and the environment Adapting this to evaluate the impact of an educational intervention we get: B= f (L,E,T) Behavior is a function of: • L - Leaner • E - Environment • T- Training

  10. Advantages By evaluating the three areas which influence the transferral of learning we: Truly understand the impact of the training Identify and have a better understanding of the barriers which exist and can start to resolve them. paul.stevenson@bradford.nhs.uk

  11. Local Results • Declarative to Procedural knowledge. • Self-efficacy • monthly on-line opportunity for practice. • Job Autonomy • whole team training events

  12. Further Information paul.stevenson@bradford.nhs.uk

More Related