Staff Training in Positive Behaviour Support: Impact on Attitudes and Knowledge

Autor/inn/en	Lowe, Kathy; Jones, Edwin; Allen, David; Davies, Dee; James, Wendy; Doyle, Tony; Andrew, Jock; Kaye, Neil; Jones, Sian; Brophy, Sam; Moore, Kate
Titel	Staff Training in Positive Behaviour Support: Impact on Attitudes and Knowledge
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 20 (2007) 1, S.30-40 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/j.1468-3148.2006.00337.x
Schlagwörter	Nursing Education; Nurses; Behavior Problems; Behavior Modification; Staff Development; Training; Influences; Emotional Response; Organizational Change + Suchen Sie Ihr Suchwort? Pflegepädagogik; Behaviour modification; Verhaltensänderung; Personnel development; Personalentwicklung; Ausbildung; Influence; Einfluss; Einflussfaktor; Emotionales Verhalten; Organisationswandel
Abstract	Background: Positive behavioural support is increasingly viewed as the preferred service approach for people who challenge, but skills are insufficiently widespread. The need for effective staff training has been highlighted as a key factor in high quality service provision, with investigators recommending a multidimensional approach to increase effectiveness and produce changes in work performance. Method: Attitudes and knowledge of registered (qualified nurses) and non-registered (unqualified nursing assistants) staff in specialist health care services were assessed via self-completion questionnaires before and after the delivery of a newly accredited taught course in PBS and at a 1-year follow-up. Results: Significant increases in knowledge were evident immediately after the training for both groups, with further increases evident over time for the non-registered staff who completed the qualification. Initial changes in attributions immediately after training reverted to baseline levels over time. Enduring change occurred in perceived confidence, which significantly increased both for registered and non-registered staff. Conclusions: The training had a positive effect on knowledge and perceived confidence but little enduring effect on attributions or emotional responses. The importance of training conducted in conjunction with allied changes in organizational systems to ensure ongoing management attention is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10