This section has been adapted from the Hepatitis C Box Project Trainers Manual (2003) Part 4 – How to use the Box Project Trainers Manual.
Review the material required for an education session including power point presentation, handouts, printed resources and case studies.
Identify training requirements by undertaking a simple training needs assessment of participants and their organisations (refer to workplace assessment).
Collate the information collected in step 2 and review the content for the session.
Use the information in steps 2 and 3 to:
Prepare a session plan for the intended training program to reflect anticipated learning objectives. Develop an evaluation form.
Prepare and assemble all the materials required for the training session.
The following resources were developed by the NSW Hepatitis C Education Project based at the Hepatitis C Council of NSW1. The NSW Hepatitis C Education Project used an action learning framework and focus groups to conduct workplace assessments. The assessment tools were developed to:
The following tools have been designed to facilitate problem solving and build on the existing skills, knowledge and expertise of health care workers while also challenging individual or group assumptions2. The tools are intended to be administered using a focus group approach. The facilitator of the action learning focus group may need to provide a brief summary of the key issues relating to hepatitis C to inform discussion. Some of the assessment tools developed for the Hepatitis C education project include:
Explores the priority attached to hepatitis C and the needs of individual workers and the organisation as a whole with regard to hepatitis C.
Collects information on the planned and actual hepatitis C-related activities and services offered to clients/consumers of the service.
Encourages participants to document the aims and objectives of the organisation with regard to providing hepatitis C-related services and allocates responsibility to ensure the plan is executed.
Encourages identification of the organisation’s potential to offer hepatitis C programs and activities and the resources and support that would be required to ensure the program could be offered.
The assessment tools could be a useful framework for educators conducting workplace assessments. The information gathered could assist in guiding the information and skill development needs of the audience and thus ensure the workforce development activity is relevant and will ultimately lead to sustainable change in participants’ knowledge and attitudes. Areas that can be explored in a workplace assessment could include:
Wilkins, R. Towards a Hepatitis C Education Strategy for Health Care Workers in NSW December 1999; Hepatitis C Council of NSW; Sydney.