| Abstrakt: |
Background: The Savvy Caregiver® program (SCP) is widely disseminated evidence‐based in‐person psychoeducation program that enhances family caregivers' knowledge, skills, and mastery for effectively performing the caregiver role. SCP is led by one or two trainers who have been trained in the role by one of the SCP developers, usually in in‐person group sessions. To ensure the fidelity of train‐the‐trainer workshops, facilitate SCP dissemination, and relieve the need for in‐person training, our educational design team, with support from NIH (RO1AG061971), produced a fully online, text and video SCP train‐the‐trainer program. The program contains four modules with sections, the first describing SC purpose, core principles, mechanism of action and role of the trainer; the remaining three cover the content and dynamic of each of the six weekly SCP sessions. Seven assessment exercises, scored by the authors, determined trainees' ability to move forward in training. Following course revisions based on prototype testing, the training program was offered to agencies in six U.S. states. Additional online events allowed debriefing interaction between learners and course developers. A post‐course evaluation was sent to learners. Method: The evaluation sought Likert‐type assessments (5 highest; 1 lowest) of the overall course, individual elements within it (e.g., on SCP principles, trainer role, and individual sessions), course materials (videos and slides), and assessments. We sought open‐ended comments throughout. Analysis was based on quantitative and qualitative evaluations. Result: Forty‐five trainees completed the SCP training course, and 29 completed course evaluations. The course received a score of 4.21 (high/very high) on learners' assessment of overall preparedness to lead SCP. The average score across all 8 individual segment evaluations was 4.425 and that across evaluation of 4 categories of video materials was 4.54. Comments reflected overall satisfaction with the program and its elements and provided suggestions for improvement (e.g., more illustration of how SCP segments are lead; how to adapt to COVID‐driven online SCP program delivery). The interactive debriefing sessions were deemed helpful for clarifying training questions. Conclusion: Early results indicate this new online SCP train‐the‐trainer program can successfully prepare individuals to lead SCP programs, affirming the potential of virtual training for intervention practitioners. [ABSTRACT FROM AUTHOR] |
