COVID-19/transmission* ; Cesarean Section ; Emergencies ; Female ; Humans ; Infectious Disease Transmission, Patient-to-Professional/prevention & control* ; Inservice Training ; Pregnancy ; Respiratory Protective Devices ; Time-to-Treatment

Objective: To assess the competency levels of the technical staff of the Center for Health Development Calabarzon (CHD 4A) to inform the development of a human resource management plan. Methods: A cross-sectional assessment design to determine the CHD 4A technical staff's competency level was utilized. The team from the College of Public Health, University of the Philippines Manila invited all the CHD 4A technical staff to complete a self-assessment using the Learning and Development Needs Assessment Tool (LDNA) (version 3-45), rating their perceived competency and the level of importance to their functions on core and functional competencies stipulated in the Department of Health Compendium of Competency Standards. Gaps were identified by comparing perceived competency levels with a predetermined standard for each agency's salary grade or position. Results: All 67 technical staff took part in the assessment. Entry- and senior-level professionals had minimal deviations from predetermined standards, with gaps in quality service focus and teamwork for the former and planning and political savvy for the latter. In contrast, mid-career professionals had larger gaps in magnitude and number than entry and senior-level staff – the largest being on results orientation – reflective of newly-promoted staff's adjustment period. Of note, these gaps were based on the prevailing competency standards in force at the time of assessment in 2015. Findings may need to be revisited when the agency updates the core and functional competency standards. Conclusion The participants perceived core and functional competencies as important, with the level of perceived importance increasing as the salary bracket increases. Core competency gaps were widest in integrity and quality service focus. Simultaneously, results orientation, and planning and organizing were the functional competencies that registered the widest gap and prioritized. Training needs assessments should be conducted in times of change to ensure an organization's training programs' relevance and to develop peak-level employee performance.
Staff Development ; Needs Assessment

Background: The College of Public Health, University of the Philippines Manila (CPH-UPM) was engaged by the Center for Health Development Calabarzon (CHD 4A) to design, implement and manage the retooling of their personnel following implementation of Executive Order No. 336 on the rationalization of the Philippine government’s executive branch. Objective: To describe the training design and present outputs of the training modules designed for the CHD 4A staff. Methods: We reviewed the project documentation, which included the inception report, minutes of meetings, training modules, and post-training reports. Abstracted information was validated through internal discussion by a core group, which had representatives from the two organizations involved from project inception to close-out. Results: The design, development and implementation of the training were the product of collaborative efforts between CHD 4A and the technical team from the College of Public Health, University of the Philippines Manila. Technical staff of CHD 4A were trained in the competency areas in which gaps between the expected and perceived level of performance across all salary grades were highest: results orientation, planning and organizing, technical expertise, quality service focus, coordination and networking, and managing change. Nine training courses were implemented from May to July 2016, which was attended by 230 participants. All training modules were highly rated by participants (range: 3.60 to 3.85) based on a four-point scale, with 4 as the highest rating and 1 as the lowest. Comparison of pre- and post-tests for the modules on coordination and networking, and managing change showed a statistically significant increase in scores at the conclusion of their respective sessions. Conclusion The design of a training program for an organization’s personnel must be tailor-fit to and answer the needs of its employees. Trainers must be willing to make dynamic changes and adapt to immediate feedback from participants. The implementing party and organization itself must both ensure thorough evaluation of the effects of the training to achieve the organization’s long-term goals.
Staff Development ; Teaching ; Education ; Workforce

Background: Staff development is essential in sustaining organizational efficiency. In 2016, the University of the Philippines Manila started conducting the “Awakening Seminars” among administrative personnel to foster smooth interpersonal relationships and operational efficiency. Objectives: This study was commissioned to determine the value of the seminars. It evaluated the trainees' perceived reactions, learning, and overall change in behaviors towards their work at the university. Methodology: Out of 321 personnel who completed the seminars, 96 were calculated as sample size. Participants accomplished a survey questionnaire and 67 valid responses were collected. Data were analyzed using means and standard deviations according to Kirkpatrick's Evaluation Model from Level 1: Reactions, Level 2: Learning, to Level 3: Behavior. Different ratings were compared with selected variables using analysis of variance. Results: Seven seminars were conducted from March 2016 to January 2017. Mean ratings showed that the seminars were well organized, relevant, and helped them appreciate their work, colleagues, and their workplace environment. Participants have high morale and felt privileged being in UP. Analysis of variance tests showed that evaluation ratings did not differ significantly with monthly take-home pay, tenure, performance, and job category. While these ratings are not directly translated as operational efficiency, results suggest participants' commitment to the university's goals. Conclusion UP Manila personnel appreciated the “Awakening” staff development program and can be replicated to all support personnel of the colleges.
Workplace ; Staff Development

PURPOSE: In this study, we attempted to analyze the occupational accident experience rate by working life cycle of Korean workers considering entrance and turnover in their jobs. The specific goal of this study was to calculate the accident experience rate according to workers' turnover history and previous accident experience. METHODS: We constructed a cumulative data set of 90,338 cases of workers' accident experiences in their jobs from the Fourth Korean Working Conditions Survey. The accident experience rates according to workers' turnover and previous accident experiences were analyzed using descriptive statistics and analysis of variance. RESULTS: In this study, the cumulative accident experience rate of Korean workers was found to be 5.2%. It was confirmed that the accident experience rate of workers increased as the turnover frequencies increased. In addition, we analyzed only the data of the workers who had experienced turnover and found that the accident experience rate after turnover increased about 7.5 times when workers had experienced accidents in the past. CONCLUSION: To prevent occupational accidents in workers, safety strategies should consider a worker's previous job history and injury experiences. It will also be necessary to focus preventive efforts on new and young workers through ongoing monitoring and on-the-job training.
Accidents, Occupational ; Dataset ; Inservice Training ; Life Cycle Stages

Objective: To understand the awareness of hepatic disease related knowledge among hepatic physicians in poverty-stricken counties in China, assess the effectiveness of training and provide a reference for the training in the future. Methods: The training was conducted in 90 clinical hepatic physicians selected from county hospitals in poverty-stricken counties (or cities) in Shanxi and Shaanxi provinces. An examination was conducted before the training, immediately after the training and at 5(th) month after the training, respectively. One-way analysis of variance and χ(2) test were conducted to evaluate the score and the correct rate. Results: The knowledge score was (42.96±14.02) before the training, (62.86±13.28) immediately after the training and (59.03±17.92) at 5(t)h month after the training, and the differences were significant. After the training, the awareness of all aspects of related knowledge was improved, the difference was significant compared to knowledge score before training, and at 5(th) month after the training, the difference was still significant. Conclusion: After the training, the awareness of liver disease related knowledge of clinical hepatic physicians in poverty-stricken counties (cities) in Shanxi and Shaanxi provinces was improved, and the improvement could be maintained for nearly half a year.
Awareness ; China/epidemiology* ; Clinical Competence ; Female ; Health Knowledge, Attitudes, Practice ; Humans ; Liver Diseases/therapy* ; Physicians ; Poverty Areas ; Program Evaluation ; Staff Development/methods* ; Surveys and Questionnaires

PURPOSE: This study aimed to investigate clinical nurses' perception on nursing managerial competencies. METHODS: This was a descriptive study. The data were collected from 198 nurse managers who had worked in six general hospitals using a self-reporting questionnaire. Data were analyzed by descriptive statistics, t-test, ANOVA, and Importance-Performance Analysis. RESULTS: Only 32% of the participants had experienced nursing managerial competency training. The mean score for perceived performance of nursing managerial competency was lower than that for perceived importance. There were significant differences in perceived importance, performance, and importance-performance gaps among head, charge, and staff nurses. Importance-performance analysis showed that three of the 30 nursing managerial competencies require further development: staffing, human resources development and education, and nursing standard development competency. There were significant differences in importance-performance gaps according to age, career years in current hospital, work shift, position, nursing delivery system, and nursing managerial competency-education experience. CONCLUSION: A training program for developing and improving nursing managerial competencies which is focused on the gaps in importance and performance level is needed for clinical nurses. In addition, it should be considered to improve nursing work conditions such as nursing delivery system and formal appointment in order to increase the performance of nursing managerial competencies.
Education ; Head ; Hospital Administration ; Hospitals, General ; Humans ; Nurse Administrators ; Nursing* ; Professional Competence ; Staff Development

This study examined the perception and readiness of nursing educators regarding interprofessional education (IPE), and discussed the validity and application of IPE in nursing. From December 2016 to January 2017, 239 nursing professors and nurses completed a structured questionnaire consisting of general characteristics, the Interdisciplinary Education Perception Scale, the Readiness for Interprofessional Learning Survey (RIPLS), and an IPE action plan. The collected data were analyzed by descriptive statistics and t-test using the IBM SPSS ver. 23.0 program (IBM Corp., Armonk, NY, USA). The analysis revealed that 91.6% of the participants had not experienced IPE, and only 11.7% knew about IPE. However, approximately 80.0% answered that IPE is necessary. The results of this study showed that the score of the perceived need for cooperation was higher in nurses than it was in professors, while the score on competency and autonomy was higher in professors than it was in nurses. With reference to the scores on the RIPLS, those of professors were high on the sub-scales of teamwork and collaboration, professional identity, and roles and responsibility. The results revealed that participants considered the upper-grade undergraduate years as the ideal time for imparting IPE, and it was deemed suitable to include communication, simulation, and clinical practice in IPE. Doctors, pharmacists, and physiotherapists were thought to require cooperation for IPE the most. Despite the presence of several barriers to IPE, the participants thought that IPE can achieve learning outcomes such as interprofessional communication and cooperation, conflict resolution, and teamwork. It is necessary to cooperate with professionals in the complex clinical environment as professional areas are specialized and subdivided. Therefore, it is necessary to examine the application of IPE in undergraduate education and in on-the-job training.
Cooperative Behavior ; Education ; Education, Nursing ; Humans ; Inservice Training ; Learning ; Negotiating ; Nursing ; Pharmacists ; Physical Therapists

The study of public health systems is an important, but very difficult task. The concept and functions of public health systems are influenced by the views, interests, and influence of the various stakeholders belonging to public health systems and broader social, economic, political, and environmental sectors. To define public health system with conceptual clarification, we must take into account the dynamic and complex aspect of the public health system. This paper reviews health systems and public health systems literature to suggest the concept, goals, and functions of public health systems. In addition, this paper recognizes some challenges, such as leadership and management, resource development, economic support, and service delivery to strengthen public health systems for improving health and well-being of population.
Economic Development ; Leadership ; Public Health* ; Staff Development

Debriefing is a conversational session that revolves around the sharing and examining of information after a specific event has taken place. Debriefing may follow a simulated or actual experience and provides a forum for the learners to reflect on the experience and learn from their mistakes. Originating from the military and aviation industry, it is used on a daily basis to reflect and improve the performance in other high-risk industries. Expert debriefers may facilitate the reflection by asking open-ended questions to probe into the framework of the learners and apply lessons learned to future situations. Debriefing has been proven to improve clinical outcomes such as the return of spontaneous circulation after cardiac arrest and the teaching of teamwork and communication in pediatrics. Incorporating debriefing into clinical practice would facilitate the cultural change necessary to talk more openly about team performance and learn from near misses, errors, and successes that will improve not only clinical outcome but also patient safety.
Aviation ; Education ; Heart Arrest ; Humans ; Military Personnel ; Patient Safety ; Pediatrics* ; Staff Development