Examination of the effects of a role-playing training program for the improvement of planning and management skills of public health nurses

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  • ARAKIDA Mikako
    School of Nursing and Rehabilitation Science at Odawara International University of Health and Welfare
  • MATSUDA Yuko
    International University of Health and Welfare Graduate School
  • AOKI Emiko
    School of Nursing and Rehabilitation Science at Odawara International University of Health and Welfare
  • TAKENAKA Kanako
    School of Nursing and Rehabilitation Science at Odawara International University of Health and Welfare
  • YAMASHITA Ruriko
    International University of Health and Welfare Graduate School
  • ROKURO Keiko
    Japan Health Insurance Association
  • YAMAZAKI Itsuko
    Japan Health Insurance Association
  • MACHIDA Keiko
    Japan Health Insurance Association
  • FUNAKAWA Yuka
    Japan Health Insurance Association

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Other Title
  • ロールプレイを活用した研修の企画・運営能力向上のための研修効果の検討
  • ロールプレイ オ カツヨウ シタ ケンシュウ ノ キカク ・ ウンエイ ノウリョク コウジョウ ノ タメ ノ ケンシュウ コウカ ノ ケントウ

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<p>Objectives　The Japan Health Insurance Association (JHIA) conducts training in each branch facility to improve the ability of public health nurses (PHNs). The headquarters of the PHNs of JHIA and the researchers conducted a training program for leaders of PHNs at each JHIA branch. The goal of the program was to create a training plan using role-play to acquire facilitation skills. This study aimed to examine the effects of training.</p><p>Methods　The study was designed in accordance with the Instructional Designs. The training goals were as follows: (1) understanding the role of facilitation and the facilitator in the debriefing session after the role-play, (2) understanding facilitation techniques, (3) being confident in performing as facilitators in the debriefing session; and (4) conducting the debriefing sessions using facilitation skills. The evaluation of the training was based on the Kirkpatrick model from the viewpoint of confidence in using facilitation, knowledge of facilitation, and conduct of training and utilization of facilitation technology. Questionnaire evaluations were conducted three times before the training, immediately after the training, and three months after the training. In August 2016, 4.5 hours of training were conducted in one day.</p><p>Results　There were 79 participants in the training group. The mean points of knowledge and confidence were 2.6-3.6 before training, 6.3-7.9 after training, and 6.0-6.9 at 3 months after training. The participants rated their interest in three questions of the training as high as 8.1-8.6. In addition, 64.6% of participants held a role-play session at each branch within three months of the initial training. In the role-play session planned by the participants, the practitioners implemented the explanation of the purpose and the rules at each branch 96.1% and 98.0%, respectively. Participants who had attended facilitation training prior to our program scored higher points of knowledge and confidence before and after three months. Three months after the training, 79 participants responded to the question of the role of the facilitator in role-playing. The descriptions were categorized into “opinions on the basics and planning of role-play training” and “opinions on the roles in retrospectives.”</p><p>Conclusion　The participants evaluated the training contents and the materials used as appropriate, and their knowledge and confidence in facilitation improved after the training. To maintain and improve facilitation skills, the educational system needs to implement training using role-playing at each branch consistently.</p>

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