Developing a programmatic approach to faculty development and scholarship using the ASPIRE criteria: AMEE Guide No. 165

Faculty Development (FD) has become essential in shaping design, delivery and quality assurance of health professions education. The growth of FD worldwide has led to a heightened expectation for quality and organizational integrity in the delivery of FD programmes. To address this, AMEE, An International Association for Health Professions Education, developed quality standards for FD through the development of the AMEE ASPIRE to Excellence criteria. This guide uses the ASPIRE criteria as a framework for health professions educators who wish to establish or expand approaches to FD delivery and scholarship within their institutions.

Qualitatively speaking: Deciding how much data and analysis is enough

As I traverse my (post) doctoral journey, reworking my thesis into publications, I was immersed again in a debate around the utility of the concept of data saturation. I believe this debate to be emblematic of the process of unlearning and relearning that unfolded during my doctoral journey, coming from a biomedical sciences background into qualitative educational research.

What happens to misunderstandings of biomedical concepts across a medical curriculum?

Research on the extent and nature of commonly misunderstood fundamental biomedical concepts across a medical curriculum is scarce. These misunderstandings could point toward robust misconceptions. We examined first whether common misunderstandings persist throughout a medical curriculum, followed by a fine-grained analysis to identify their nature. We designed and administered a 2-tier test to 987 medical students across our curriculum, with 8 questions covering the respiratory and cardiovascular systems, cell division, and homeostatic processes. Proportions of incorrect responses were computed. Four questions where misunderstandings persisted were further qualitatively analyzed. A one-way ANOVA showed the proportion of incorrect responses decreased significantly by students' academic year [F(6, 986) = 96.05, P < 0.001]. While novices and end-of -first-year students showed similar proportion of incorrect responses (P > 0.05), incorrect responses decreased significantly between first years and second years (P < 0.001). Thereafter, the proportion of incorrect responses remained stable from second to final year (P > 0.05), with ∼35% of incorrect responses. Five questions showed no decrease of incorrect responses between second and final years, with two questions where final year students performed marginally better than novices. A Chi-square analysis, with Bonferroni post hoc test, showed certain misunderstandings appeared frequently across the curriculum. The qualitative analysis of the open-ended questions yielded 15 categories of common misunderstandings of fundamental biomedical concepts in all years of training. If educators become aware of commonly misunderstood biomedical concepts, preventative measures could be taken to prevent robust misconceptions.

The impact of a training programme incorporating the conceptual framework of the International Classification of Functioning (ICF) on knowledge and attitudes regarding interprofessional practice in Rwandan health professionals: a cluster randomized control trial

BACKGROUND

The first step in improving interprofessional teamwork entails training health professionals (HP) to acknowledge the role and value the contribution of each member of the team. The International Classification of Functioning, Disability and Health (ICF) has been developed by WHO to provide a common language to facilitate communication between HPs.

OBJECTIVE

To determine whether ICF training programme would result in improved knowledge and attitudes regarding interprofessional practice within Rwandan district hospitals.

DESIGN, SETTING AND PARTICIPANTS

A cluster randomised, single blinded, control trial design was used to select four district hospitals. Participants included physicians, social workers, physiotherapists, nutritionists, clinical psychologists/mental health nurses.

INTERVENTION

Health professionals either received one day's training in interprofessional practice (IPP) based on the ICF (experimental group) as a collaborative framework or a short talk on the topic (control group).

OUTCOME MEASURES

Validated questionnaires were used to explore changes in knowledge and attitudes. Ethical approval was obtained from the relevant authorities.

RESULTS

There were 103 participants in the experimental and 100 in the control group. There was no significant difference between Knowledge and Attitude scales at baseline. Post-intervention the experimental group (mean = 41.3, SD = 9.5) scored significantly higher on the knowledge scale than the control group (mean = 17.7, SD = 4.7 (t = 22.5; p < .001)). The median scores on the Attitude Scale improved in the Experimental group from 77.8 to 91.1%, whereas the median scores of the control remained approximately 80% (Adjusted Z = 10.72p < .001).

CONCLUSION

The ICF proved to be a useful framework for structuring the training of all HPs in IPP and the training resulted in a significant improvement in knowledge and attitudes regarding IPP. As suggested by the HPs, more training and refresher courses were needed for sustainability and the training should be extended to other hospitals in Rwanda. It is thus recommended that the framework can be used in interprofessional education and practice in Rwanda and possibly in other similar countries.

TRIAL REGISTRATION

Name of the registry: Pan African Clinical Trial Registry.

TRIAL REGISTRATION NUMBER

PACTR201604001185358 . Date of registration: 22/04/2016. URL of trial registry record: www.pactr.org.

Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference

INTRODUCTION

In 2011 the Consensus Statement on Performance Assessment was published in Medical Teacher. That paper was commissioned by AMEE (Association for Medical Education in Europe) as part of the series of Consensus Statements following the 2010 Ottawa Conference. In 2019, it was recommended that a working group be reconvened to review and consider developments in performance assessment since the 2011 publication.

METHODS

Following review of the original recommendations in the 2011 paper and shifts in the field across the past 10 years, the group identified areas of consensus and yet to be resolved issues for performance assessment.

RESULTS AND DISCUSSION

This paper addresses developments in performance assessment since 2011, reiterates relevant aspects of the 2011 paper, and summarises contemporary best practice recommendations for OSCEs and WBAs, fit-for-purpose methods for performance assessment in the health professions.

The impact of a training programme incorporating the conceptual framework of the International Classification of Functioning (ICF) on behaviour regarding interprofessional practice in Rwandan health professionals: A cluster randomized control trial

BACKGROUND

Appropriate collaboration between health professionals (HP) can reduce medical errors, enhance the spread of critical information, and assist in interpretation of health information resulting in improved patient care. The International Classification of Functioning, Disability and Health (ICF) may provide a useful conceptual framework to facilitate better interprofessional practice.

PURPOSE

To determine whether a training programme based on the ICF framework resulted in improved interprofessional behaviour among HPs in Rwanda.

METHODOLOGY

A cluster randomised control trial was used. Four district hospitals were randomly allocated to receive either a day's training in interprofessional practice based on the ICF framework (experimental) or a short talk and a booklet on the topic (control). A total of 203 participants included medical doctors, nurses, and other HPs took part in this study. Simple random sampling was used to select the hospital records of 200 patients discharged from relevant wards at both the experimental and control hospitals at baseline and at two, four and six months after training (800 patients' records from each group). A self-designed checklist has undergone some validation and was based on the ICF conceptual model was used to audit the quality of information included in the patients' records. Ethical approval was obtained from the relevant authorities.

RESULTS

The demographic and medical profile of the patients in the two sets was equivalent. An ANOVA and post-hoc Tukey test indicated the mean number of items correctly filled in was not significant at baseline (p = 0.424) but the difference was significant (p < .001) for the post-intervention scores at two, four and six months. The control group scores did not improve over time. The improved behavior was still evident at six months although it had begun to decay.

CONCLUSION

Behaviour change as evidenced by more comprehensive recording of patient management can result from a well-structured training programme. The ICF appeared to provide a common language and facilitate HPs interaction and patient management plans.

IMPLICATION

The ICF provided an effective conceptual framework to structure the content of the training and the audit tool. It is recommended that the framework be used to facilitate interprofessional education and practice in Rwanda and that the training approach may be applicable to other health care contexts.

The supervisor's toolkit: A framework for doctoral supervision in health professions education: AMEE Guide No. 104

Doctoral studies represent a complex undertaking for students and supervisors. Some research describes the experience of students while there are volumes of advice for students considering a doctorate. Yet the terrain for supervisors is less well-trodden and the concept of a pedagogy of supervision is only really starting to emerge. Texts on the doctoral journey from the supervisor's perspective are uncommon and less yet has been written in the context of health professions education. The aim of this Guide, therefore, is to provide guidance for the supervisor's journey, drawing on our collective experience and such literature as there is. We explore the doctoral journey of students and their supervisors, highlighting what the implications are for supervisory practice. Recognising the doctorate as much more than merely conducting a research project, and seeing it as a shared educational endeavour is fundamental to understanding the doctoral journey - a journey that is complex and mutable, constantly shifting as the candidate moves from novice to expert, from dependence to growing autonomy. Our intention is to present this Guide as a toolkit for both the novice and the experienced supervisor as it, on the one hand, seeks to make the practice of supervision more transparent while on the other, challenges the reader to critically reflect on the supervisory space in which they currently reside. Our hope is that the Guide opens up opportunities for generative conversations about the practice of doctoral supervision in health professions education.

Alienation and engagement in postgraduate training at a South African medical school

BACKGROUND

The importance of contextual factors, such as the learning environment and sociocultural characteristics of the student, are becoming increasingly evident. Mann [2001. Alternative perspectives on the student experience: Alienation and engagement. Stud High Educ 26(1):7-19.] proposed that all learning experiences can be viewed as either alienating or engaging and Case expanded on this work.

AIM

The purpose of this study was to explore perceptions of alienation or engagement as experienced by residents in anatomical pathology at one South African university.

METHOD

A cross-sectional case study, with 16 semi-structured interviews was conducted. Residents were categorised as either alienated or engaged, based mainly on workplace experiences.

RESULTS

Four relevant dimensions were identified; individual, home, workplace and institution. The personal attributes, strategies for coping and reasons for choosing pathology of alienated residents differed from those with engaged experiences. Poor socioeconomic background and schooling did not lead to predominantly alienating experiences, but this group still lacked some generic skills. In the workplace, two main factors resulting in alienated experiences were the interaction between residents and consultants and residents' comprehension of workplace-based learning.

CONCLUSIONS

We present a simple model which may be used to identify factors that engage and alienate students in the learning experience in the workplace-based setting. Addressing these factors can contribute towards a more engaging experience for all residents.

Faculty development: yesterday, today and tomorrow

Medical education has evolved to become a discipline in its own right. With demands on medical faculties to be socially responsible and accountable, there is now increasing pressure for the professionalisation of teaching practice. Developing a cadre of professional and competent teachers, educators, researchers and leaders for their new roles and responsibilities in medical education requires faculty development. Faculty development is, however, not an easy task. It requires supportive institutional leadership, appropriate resource allocation and recognition for teaching excellence. This guide is designed to assist those charged with preparing faculty for their many new roles in teaching and education in both medical and allied health science education. It provides a historical perspective of faculty development and draws on the medical, health science and higher education literature to provide a number of frameworks that may be useful for designing tailored faculty development programmes. These frameworks can be used by faculty developers to systematically plan, implement and evaluate their staff development programmes. This guide concludes with some of the major trends and driving forces in medical education that we believe will shape future faculty development.

Randomised controlled trial of isoniazid preventive therapy in South African adults with advanced HIV disease

BACKGROUND

Tuberculosis (TB) preventive therapy is not effective in human immunodeficiency virus (HIV) infected adults with negative tuberculin skin tests (TSTs). However, there are insufficient data on patients with advanced HIV disease from high TB incidence areas.

METHODS

We conducted a randomised, double-blind, controlled trial comparing isoniazid (INH) with placebo among TST-negative adults with World Health Organization Stage 3 or 4 HIV disease. INH/placebo was administered for 12 months by patient-nominated supervisors. TST-positive participants were given open-label INH. Participants, who did not have access to antiretroviral therapy (ART), were followed up for 24 months with 6-monthly sputum culture and chest radiography.

RESULTS

A total of 118 participants were enrolled: TST was negative in 98. In the randomised arms, the incidence of TB was 18/100 person-years (py) in the INH arm and 11.6/100 py in the placebo arm (hazard ratio 1.59, 95%CI 0.57-4.49). There were no significant differences in mortality, hospitalisation rate or CD4+ lymphocyte decline. INH/placebo adherence was 85%, and was significantly higher among participants with work-based treatment supervisors.

CONCLUSIONS

We did not find any association between INH preventive therapy and reductions in incident TB among TST-negative adults with advanced HIV disease, but the study had limited statistical power. High levels of adherence were observed with patient-nominated supervisors.

Transference and counter-transference in systems psychodynamic group process consultation: The consultant’s experience

This study explored consultants’ experiences of transference and counter-transference when conducting group relations training from the systems psychodynamic stance. A phenomenological research design was used with semistructured interviews conducted on a purposive sample of 13 organisational development consultants in a financial institution. The data was analysed by means of content analysis. The results showed that consultants have varied receptiveness in terms of receiving projections and managing transference. These differences involve triggers, characteristics and systemic valence. The consultants experienced counter- transference on five different cognitive and emotional levels. Distinguishing between personal and group emotions, receiving projections and managing transference, all contribute to the complexity of organisational consulting. Opsomming Hierdie studie het ondersoek ingestel na konsultante se ervarings van oordrag en teen-oordrag tydens groepverhoudingsopleiding vanuit die sistemiese psigodinamiese posisie. ’n Fenomenologiese navorsingsontwerp is gebruik met semi-gestruktureerde onderhoude gevoer met ’n doelgerigte steekproef van 13 organisasie ontwikkelingskonsultante in ’n finansiële instelling. Die data is ontleed deur middel van inhoudsontleding. Die resultate het aangetoon dat konsultante uiteenlopende ontvanklikheid het wat betref die ontvangs van projeksies en die hantering van oordrag. Hierdie verskille behels snellers, kenmerke en sistemiese valensie. Die konsultante het teen-oordrag ervaar op vyf verskillende kognitiewe and emosionele vlakke. Om onderskeid te tref tussen persoonlike en groep-emosies, die ontvang van projeksies en die hantering van oordrag, dra alles by tot die kompleksiteit van konsultering.

Screening for tuberculosis in adults with advanced HIV infection prior to preventive therapy

It is important to exclude tuberculosis prior to preventive therapy, but this can be difficult in patients with symptomatic human immunodeficiency virus (HIV) disease. Patients with clinically advanced HIV disease were screened for active tuberculosis using a symptom questionnaire, measured weight loss, chest radiography, sputum microscopy and culture prior to receiving tuberculosis preventive therapy. Tuberculosis was diagnosed in 11 of 129 patients screened. A simple screening instrument of two or more of the symptoms measured weight loss, cough, night sweats or fever, had a sensitivity of 100% and specificity of 88.1%, and positive and negative predictive values of 44% and 100%, respectively.

Leadership Development From A Systems Psychodynamic Consultancy Stance

This research aims to measure the impact of a leadership development programme presented from the systems psychodynamic stance. The aim was to develop psychoanalytically informed change leaders to lead change and transformation in the continuously changing and transforming New Economy network organisation. In order to do this, a group relations training programme was presented for 30 leaders. Qualitative assessment using grounded theory during post-intervention focus groups interviewing indicated the group’s awareness of psychodynamic leadership behaviour such as the regression towards frequent pathological leadership personality characteristics, regression towards unconscious group- and organizational processes such as the basic assumption group, the covert coalition and socially structured defense systems against change and transformation. Insight was also gained in the new leadership role and the taking up of personal authority in the network organisation that needs to function as a systemic whole. Limitations in the study are noted and Recommendations are made to enhance change leader skills for leadership in the New Economy network organisation. OpsommingHierdie navorsing poog om die impak van ‘n leierskapsontwikkelingsprogram wat aangebied is vanuit die sistemiese psigodinamiese perspektief, te evalueer. Die doel was om psigoanalitiese ingeligte leiers te ontwikkel om verandering en transformasie in die gedurige veranderende en transformerende Nuwe Ekonomie netwerk organisasie, te lei. Ten einde dit te bolwerk is. ‘n Groep -verhoudinge-opleidingsprogram is aangebied vir 30 leiers. Kwalitatiewe evaluasie deur van begrondingsteorie gebruik te maak gedurende, die post-intervensie fokus groepe het ‘n groepbewustheid aangedui van psigodinamiese leierskapgedrag soos die regressie na dikwelse patologiese leierskapspersoonlikheidskenmerke, regressie in onbewustelike groep- en organisatoriese prosesse soos die basiese aanname-groep, die koverte-koalisie- en sosiaal-gestruktureerde-verdedigingsisteme teen verandering en transformasie. Insig is ook in die nuwe leierskap rol en die opneem van persoonlike outoriteit in die netwerk organisasie wat moet funksioneer as ‘n sistemiese geheel, bekom. Aanbevelings word gemaak om die leierskapsrol in verandering in terme van vaardighede in die Nuwe Ekonomienetwerkorganisasie, te bevorder.

A systems psycho-dynamic perspective on burnout

The aim of this research was to explore burnout from a systems psycho-dynamic perspective. A qualitative design, using focus groups, was used. Burnout can be seen as a phenomenon resulting from the psycho-dynamic relatedness between subsystems in the organisation. The macro system disowns and projects its unacceptable behaviour onto and into an individual with a specific valence, who identifies with the behaviour. Through counter transference, the individual experiences and contains the behaviour on behalf of the system. Coping with burnout implies that the total system will try to become aware of its projections and own its good and bad parts alike. Opsomming Die doel van hierdie navorsing was om uitbranding vanuit ’n sisteem-psigodinamiese perspektief te eksploreer. ’n Kwalitatiewe ontwerp met fokusgroepe is gebruik. Uitbranding kan gesien word as ’n fenomeen wat ontstaan uit die psigodinamiese verbintenis tussen subsisteme in die organisasie. Die makrosisteem onteien en projekteer sy onaanvaarbare gedrag op en in ’n individu met ’n spesifieke valensie, wat met hierdie gedrag identifiseer. Deur middel van teen-oordrag, ervaar en behou die individu die gedrag namens die sisteem. Coping met uitbranding impliseer dat die totale sisteem sal probeer bewus word van sy projeksies en om sy goeie en bose dele tegelyk te eien.

Burnout and salutogenic functioning of nurses

The aim of this research was to determine the nature of the relationship between burnout and salutogenic functioning, specifically sense of coherence, hardiness and learned resourcefulness. The measurement was done with the Maslach Burnout Inventory and the Antonovsky, Kobasa and Rosenbaum questionnaires, administered on a sample of 105 registered general nurses. Correlations, exploratory and confirmatory factor analysis are reported. The results indicate a significant negative correlation and a model of good fit, confirming a structural relationship between burnout and salutogenic functioning in its conceptualisation and its measurement. The nature of these relationships are discussed and recommendations are formulated towards more effective individual, group and organisational coping with and preventing of burnout.

The relationship between organisational climate and salutogenic functioning

Organisational climate, defined as psychological atmosphere, was measured by means of 14 climate and four managerial support dimensions. Salutogenic functioning, referring to the origins of psychological health, was measured as the constructs sense of coherence, self-efficacy and locus of control. A representative sample of 245 mining personnel was used. Climate correlates significantly with sense of coherence and locus of control, and through these, with self-efficacy. It is recommended that Industrial Psychologists can act as facilitators in improving organisational climate by monitoring and enhancing the level of salutogenic functioning amongst its managers and staff members. Opsomming Organisasieklimaat, gedefinieer as psigologiese atmosfeer, is gemeet deur middel van 14 klimaats- en vier bestuursondersteuningsdimensies. Salutogeniese funksionering, wat verwys na die oorsprong van psigologiese gesondheid, is gemeet as die konstrukte sin vir koherensie, selfgenoeg-saamheid en lokus van kontrole. ’n Verteenwoordigende steekproef van 245 mynpersoneel is gebruik. Klimaat korreleer beduidend met sin vir koherensie en lokus van kontrole en hierdeur, met selfgenoegsaamheid. Daar word aanbeveel dat Bedryfsielkundiges as fasiliteerders kan optree in die verbetering van organisasieklimaat, deur die vlak van salutogeniese funksionering by bestuurders en personeel te monitor en te verhoog.

Facilitation skills for nurses

Using the person-centered approach, facilitation in this study was conceptualised as providing opportunities for personal growth in the patient, and operationalised in a skills workshop for 40 nurses from different hospitals in Gauteng. The first objective was to evaluate the workshop and the second to ascertain its effect on the participant's experienced performance. A combined quantitative and qualitative research design was used. The quantitative measurement (Personal Orientation Inventory, Carkhuff scales) indicated that the workshop stimulated self-actualisation in terms of intrapersonal awareness, and the interpersonal skills of respect, realness, concreteness, empathy, as well as in terms of attending and responding behaviour. The qualitative measurement (a semi-structured interview) indicated that the participants were able to empower patients to find their own answers to difficult personal questions. The alternative hypothesis was accepted, namely that this workshop in facilitations skills significantly enhanced the intra- and interpersonal characteristics associated with self-actualisation and the facilitation of growth in patients. The findings highlighted the difference between the two roles of instructor and facilitator, and recommendations to this effect were formulated.

Facilitation skills for trainers

This research aims to develop the facilitation skills of trainers. Facilitation is defined form the Person-Centered approach, as providing an opportunity for the trainee to experience personal growth and learning. A facilitation skills workshop was presented to 40 trainers, focussing on enhancing selfactualisation, its intra and inter personal characteristics, and attending and responding behaviour. Measurement with the Personal Orientation Inventory and Carkhuff scales, indicate enhanced cognitive, affective and conative sensitivity and interpersonal skills. A post-interview indicates the trainers experienced empowerment in dealing with the providing of opportunities for growth amongst trainees, in all kinds of training situations. Recommendations are made to enhance facilitation development amongst trainers. Opsomming Hierdie navorsing poog om die fasiliteringsvaardighede van opieiers te ontwikkel. Fasilitering word gedefinieer vanuit die Persoonsgesentreerde benadering as die beskikbaarstelling van 'n geleentheid om persoonlike groei en leer te ervaar. 'n Fasiliteringsvaardighede werkswinkel is aangebied vir 40 opieiers, met die fokus op die stimulering van selfaktualisering, die intra en interpersoonlike kenmerke daarvan, en aandagskenk- en responderings- gedrag. Meting met die Persoonlike Orientasievraelys en die Carkhuff skale, dui op n toename in kognitiewe, affektiewe en konatiewe sensitiwiteit en interpersoonlike vaardighede. n Post-onderhoud dui op die opleier se ervaarde bemagtiging in die beskikbaarstelling van groeigeleenthede vir opleidelinge, in all tipe opleidingsituasies. Aanbevelings word gemaak om die ontwikkeling van fasiliteringsvaardighede by opleiers te verhoog.

Die verband tussen salutogenese en werkoriëntasie

Salutogenesis views stress not necessarily negatively in the workplace or in the private lives of man, but as an opportunity for optimasation which can lead to positive outcomes regarding stress and coping. The purpose of this research was to investigate the relationship between salutogenesis and work orientation as two constructs of optimasation. Factor and reliability analyses of questionnaire data (N == 934), a correlation study and confirmatory structural analysis of latent variables were performed. A meaningful relationship between salutogenesis and work oriëntation was measured, but the findings also suggest independency. Interactively, the constructs seem to represent an optimal oriëntation in response to the bombardment of life and work stressors. Opsomming Salutogenese beskou stres nie noodwendig as negatief in die werksituasie en in die privaat lewe van die mens nie, maar eerder as optimaliseringsmoontlikheid ten einde positiewe stres- en coping-uitkomstes te bewerkstellig. Hierdie navorsing het ten doel die ondersoek na die moontlike verband tussen salutogenese en werkorientasie as optimaliseringskonstrukte. Faktor- en beoubaarheidsontledings is op vraelysdata gedoen (N = 934), korrelasies is bepaal en 'n bevestigende struktuurontleding van latente veranderlikes is gedoen. 'n Betekenisvolle verwantskap tussen salutogenese en werkorientasie is bevind, maar die bevindings dui ook aan dat die twee konstrukte onafhanklik staan. Interaktief blyk dit dat die konstrukte 'n optimale oriëntasie reflekteer in die bantering van lewens- en werkstressors.

Fasiliteerderopleiding

Facilitator training. Since the last visit to South Africa by Carl Rogers and Ruth Sanford in 1986, many businesses in the country showed enthusiasm to train person-centered facilitators as change agents for the post-apartheid South Africa. Unfortunately, this training never really got momentum because of (amongst other reasons) the misconception about the nature of the process and skills of facilitation. This research can be seen as a continuation of Rogers and Sanford's work in an effort to explain facilitation to management, train facilitators working in cross-cultural communication situations in South African organisations and evaluate this training. Facilitation is conceptualised from the person-centered approach and operationalised by making use of different training models from the human potential movement. A facilitation training model and an experiential learning workshop were constructed. Fifty personnel and training officers attended the workshop. The evaluation battery included the Carkhuff scales, the Personal Orientation Inventory and the Selfactualising characteristics question- naire. The difference between a pre and post measurement indicates a statistical significant development in the interpersonal skills of facilitation namely respect, empathy, realness and concreteness; as well as the intrapersonal characteristics of awareness, emotional maturity and internal locus of control. Suggestions towards accelerated training of facilitators in South Africa are recommended. Opsomming Sedert die laaste besoek van Carl Rogers en Ruth Sanford aan Suid-Afrika in 1986, het verskeie organisasies in die land met entoesiasme begin om fasiliteerders op te lei as veranderingsagente vir die post-apartheid Suid- Afrika. Ongelukkig het hierdie opieiding nooit werklik momentum bereik nie as gevolg van (onder andere) die misverstand oor die aard van die proses en vaardighede van fasilitering. Hierdie navorsing kan beskou word as 'n voortsetting van Rogers en Sanford se werk in 'n poging om fasilitering aan bestuur te verduidelik, om fasiliteerders op te lei in die veld van kruiskulturele kommunikasie binne Suid-Afrikaanse organisasies en om hierdie opieiding te evalueer. Fasilitering word vanuit die persoonsgesentreerde benadering gekonseptualiseer, en geoperasionaliseer deur gebruik te maak van verskillende opieidingsmodelle uit die menslikepotensiaal-beweging. 'n Fasiliteringsopleidingsmodel en 'n ervaringsleerwerkswinkel is saamgestel. Vyftig personeel- en opieidingsbeamptes het die werkswinkel bygewoon. Die evalueringsbattery het bestaan uit die Carkhuffskale, die Persoonlikeorientasievraelys en die Selfaktualiseringskenmerkevraelys. Die verskil tussen 'n pre- en post-meting dui op 'n statisties beduidende ontwikkeling van die interpersoonlike vaardighede van fasilitering naamlik respek, empatie, egtheid en konkreetheid; asook ten opsigte van die intrapersoonlike kenmerke van bewustheid, emosionele volwassenheid en interne lokus van kontrole. Versnelde opieiding van fasiliteerders in Suid-Afrika word aanbeveel.

’n Fasiliteringsvaardighedeprogram vir verpleegdosente

The aim of this study is to discuss the role of the nursing teacher as facilitator of psychological growth m the student, with reference to personality characteristics and skills. A facilitation skills programme is applied to a group of nursing teachers and evaluated by means of a pre, post and post-post psychometric evaluation on an experimental and a control group. Significant positive behavioural change manifested inflexibility in the application of values, feeling sensitivity, internal locus of control arid the interpersonal skills of respect, empathy, realness and concreteness. It is recommended that the facilitating role be extended as communication dimension in practical nursing.

[A facilitation skills program for nursing instructors]

The aim of this study is to discuss the role of the nursing teacher as facilitator of psychological growth in the student, with reference to personality characteristics and skills. A facilitation skills programme is applied to a group of nursing teachers and evaluated by means of a pre, post and post-post psychometric evaluation on an experimental and a control group. Significant positive behavioural change manifested in flexibility in the application of values, feeling sensitivity, internal locus of control and the interpersonal skills of respect, empathy, realness and concreteness. It is recommended that the facilitating role be extended as communication dimension in practical nursing.

[A self-development program for obese female students]

The purpose of this study is to construct and evaluate a self-development programme for obese female students. The important role of psychological factors in the etiology of obesity, affects self-development in the client through methods of growth stimulation, and will promote ego strength to assist in the demands of mass control. A self-development programme is constructed and applied to a group of obese female students. The experimental design comprised a pre, post and post-post evaluation with physical and psychological measuring instruments on an experimental and a control group. No significant changes in body mass occurred. Psychologically the programme promoted self-actualisation in terms of (intrapersonally) increased spontaneity, self-regard, confidence, worthiness and decreased nervousness, and (interpersonally) increased general social adaptation and the capacity for intimate, personal contact. It is recommended that the stimulation of psychological growth be stressed even more in mass control programmes. Also, the contents of this type of programme should be investigated to promote behaviour change over a longer period of time.

Personeelontwikkeling - ’n bekendstelling

Staff development as a function of the industrial psychologist tries to educate and train the individual worker to become a more self-actualising and integrated individual. The process used involves the identification of individual development needs, creating an individual development plan, determining individual development activities and evaluating the development programme. Staff development benefits the organisation as its staff becomes more satisfied, autonomous and productive.