Evaluating the impact of online training on the development of professional skills among healthcare students and staff: findings from the equal treatment project
Abstract
Healthcare professionals' attitudes can result in poorer health outcomes for individuals with intellectual disabilities. This is often due to a lack of knowledge, skills, or experience in adequately providing health care services to these persons.
Methodology. The purpose of the study – to evaluate effect of online training on the development of professional competencies among health care students and staff. The survey was conducted in four countries: Lithuania, Spain, Greece and Finland. Research participants - students of health care study programs and health care staff who participated in online training courses. Applying the strategy of quantitative research – a structured survey (online) professional competences were assessed. Research instrument – a structured questionnaire of 30 questions, purposefully assessing professional competencies related to communication with patients with intellectual disabilities. The survey included 163 respondents. The research data was processed using IBM SPSS, version 22. The study was carried out during the implementation of the project “Equal Treatment Supporting rights and access of people with intellectual disabilities to secondary and tertiary healthcare service” (101049115 ERASMUS-EDU-2021-PCOOP-ENGO).
Results. The training conducted as part of the project helped healthcare students and professionals enhance the necessary professional competencies for working with PWID. A survey of healthcare students, conducted before and after completing the first module "Knowledge about PWID possible characteristics and needs", revealed that, out of 10 statements, 5 showed higher averages after the training (p≤0.05). After completing the training, competencies related to knowledge about PWID's possible characteristics and needs improved by 50% (p≤0.05). Training helped health care professionals understand that when communicating with a patient with intellectual disabilities, they need to focus not only on the patient's family, but also on the patient themselves, the benefits of a health passport document, the nuances of consultations, the importance of obtaining informed consent, and the significance of a multidisciplinary team, as well as the presence of coexisting physical health problems.
Conclusions. Participation in the project's online course improved professional competencies related to communication, possible characteristics and needs of patients with intellectual disabilities and management of diversity.
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References
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