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Each of these had criticality ratings of between 5. This means that all tasks were considered to be highly salient to the role and therefore merit further training and development. Significant ANOVA results were followed by post hoc Tukey tests There were seven significant differences, suggesting that the training needs of midwives working within different provinces are generally similar, enabling a common CPD programme to be put together.
However, the significant differences indicated above suggest some variation in need, which might merit additional courses to be developed that would meet the needs of these subgroups. This methodology could be used to inform and customize CPD provision at a local level, as part of a continuing programme.
Three significant differences emerged, suggesting that having a formal job description made very little difference to how the midwives construed their jobs. Similarly, having a clear job description might enable a clearer self-assessment of training needs; a series of unrelated t-tests was undertaken to compare the training needs ratings A minus B of those midwives with a job description and those without.
Only two significant differences emerged, suggesting that having a job description makes only a marginal difference to how midwives construe either their occupational role or their training needs.
Impact of having an individual performance assessment The purpose of an IPA is to provide constructive feedback about current performance levels; it would be anticipated that midwives who had been through individual performance assessment would have a clearer idea both of how well they were discharging their role responsibilities and what their development needs were.
No significant differences were found between the two groups, suggesting that having the Government Annual Performance Review Development and training paper 2 no difference to how individual midwives evaluate their own performance.
Only one significant difference emerged, suggesting that having the job review makes very little difference to how midwives perceive their own training needs. Discussion The results obtained from this survey will be discussed in line with the subheadings used in the Results section above.
Occupational profile of midwives: While these may not be an exhaustive list of relevant clinical tasks, they offer a set of core competences on which to base a curriculum, job description and performance appraisal; these components could also be modified to meet local needs.
To ascertain whether these tasks fell into coherent clusters of skills that could inform a framework for the basic midwifery education curriculum, an exploratory factor analysis revealed three factors, the first two of which were highly internally reliable.
The third factor fell just below the 0. If this factor were used as a logical basis for curriculum development, then the natural split in the items could inform two separate modules — the management and administration of general service activities and the management of patient care.
The second factor, provisionally labelled "Extending Service Provision" reflects the need to work effectively with other providers in secondary and tertiary care.
Given that a large proportion of clinical provision in Indonesia is made through the primary care sector, there is a clear need to liaise with other service providers in order to manage the midwifery pathways effectively; this factor, then, has logical appeal.
Factors 2 and 3 map onto Factors 5 and 6 from paper 1 [ 6 ]. While reflective practice in midwifery is a new concept in Indonesia, a number of recently introduced mechanisms in the service are encouraging this development, such as perinatal audit, peer review and the reflective case discussions recently introduced following a preliminary analysis [ 5 ] of these findings.
The salience of all tasks and their clustering into coherent factors could inform national standards of training and accreditation of courses.
This would have the effect of ensuring that all qualifying midwives possessed the core competences, ultimately enhancing training and midwifery provision. Moreover, these criteria could be used as outline job descriptions, potentially ensuring that service delivery neither falls short of expected standards nor exceeds the boundaries of professional expertise.
In a country where there has been a history of nurses and midwives substituting for each other, often in highly specialized clinical areas such as deliveries, clear local job descriptions should go some way towards effecting more clearly defined professional roles. Job descriptions also provide a set of guideline activities against which to monitor performance.
Given that the Indonesian government has made annual performance assessment compulsory for all public service workers, a detailed job description would provide a clear benchmark against which to conduct these reviews.
These are also important to be able to judge continuous quality improvement initiatives. The diversity of terrain makes health services difficult to access for many rural communities, there may be limited facilities in remote areas and the distinct environments of community versus hospital-based midwifery provision together may mean that midwifery care varies in nature and quality across provinces and care settings.
It might therefore be expected that midwives working in a variety of situations might view their roles differently. The results clearly indicate that the demands on the role of the midwife varies by province and that job role descriptions could be usefully adjusted to take account of these variations.
However, as only three of the 34 provinces were sampled in this survey, the detailed differences may of less relevance than that significant differences existed.
It would also facilitate the development of specific job descriptions and performance review criteria, to reflect the diversity of functions.Chapter 15 - Training and professional development. Abdul Halim and Md.
Mozahar Ali. Abdul Halim. is a Professor in the Department of Agricultural Extension Education and Director of the Extension Centre, Bangladesh Agricultural University, Mymensingh, Bangladesh.. Md.
Mozahar Ali is an Assistant Professor (Agricultural Extension) in the Graduate Training Institute, Bangladesh Agricultural. Research Training and Career Development. Although the majority of fellowships are funded as NRSA (e.g., F30, F31, F32, F33), NIH also funds non-NRSA fellowship programs such as the Fogarty International Center’s International Neurosciences Fellowship (F05).
EOI – Mozambique - Consultancy Services for Design Review for the Road N/R between Mueda-Roma (94km) in Cabo Delgado Province (Mtwara Development Corridor - Phase 2).
Health care leadership development and training: progress and pitfalls Roberta E Sonnino1,2 1Department of Surgery, Division of Pediatric Surgery, Wayne State University School of Medicine, Detroit, MI, USA; 2RES Coaching LLC, Locust Hill, VA, USA Abstract: Formal training in the multifaceted components of leadership is now accepted as highly desirable for health care leaders.
Nov 02, · This Video contains Explanation of Staffing, recruitment, selection, training, development,retirement, leadership and features of leadership For the whole playlist of . 3 Introduction Training and Development Programs whatever the size is has been given by most organizations outright importance in the present business environment.