Culturally appropriate training for remote Australian Aboriginal health workers: evaluation of an early child development training intervention.
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Date
2016-06-21
Author(s)
Journal Title
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Affiliation(s)
(D'Aprano, Silburn, Johnston, Oberklaid, Tayler) Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia; Menzies School of Health Research, Darwin, Northern Territory, Australia; Murdoch Children's Research Institute, Melbourne, Australia; Department of Health, Darwin, Northern Territory, Australia; Centre for Community Child Health, The Royal Children's Hospital, Melbourne, Australia
Year
2015
Citation
Journal of Developmental and Behavioral Pediatrics. Vol.36(7), 2015, pp. 503-511.
Journal
Journal of Developmental and Behavioral Pediatrics
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Grant information
This study was supported by the Lowitja Institute.
Abstract
Objective: This study aimed to design, implement, and evaluate training in early childhood development (ECD) and in the use of a culturally adapted developmental screening tool, for remote Australian Aboriginal Health Workers (AHWs) and other remote health practitioners.
METHOD: A case-study evaluation framework was adopted. Two remote Australian Aboriginal health services were selected as case-study sites. Materials review, semistructured interviews, posttraining feedback surveys, and workplace observations contributed to the evaluation, guided by Guskey's 5-level education evaluation model.
Results: Remote health practitioners (including AHWs and Remote Area Nurses) and early childhood staff from the sites participated in a customized 21/2 day training workshop focusing on the principles of ECD and the use of the culturally adapted Ages and Stages Questionnaire, third edition. Consistent with adult learning theories and recommendations from the literature regarding culturally appropriate professional development methods in this context, the workshop comprised interactive classroom training, role-plays, and practice coaching in the workplace, including booster training. The qualitative findings demonstrated that mode of delivery was effective and valued by participants. The workshop improved practitioners' skills, knowledge, competence, and confidence to identify and manage developmental difficulties and promote child development, evidenced on self-report and workplace clinical observation.
Conclusion: The findings suggest that the practical, culturally appropriate training led to positive learning outcomes in developmental practice for AHWs and other remote health practitioners. This is an important finding that has implications in other Indigenous contexts, as effective training is a critical component of any practice improvement intervention. Further research examining factors influencing practice change is required.
PubMed ID
26263420 [https://www.ncbi.nlm.nih.gov/pubmed/?term=26263420]
Type
Article
Study type
Qualitative study
Subjects
Cultural safety
Healthcare workforce
Paediatrics
Healthcare workforce
Paediatrics