An interactive education session and follow-up support as a strategy to improve clinicians' goal-writing skills: a randomized controlled trial

Autor:	Elisabeth Marsland, Julia Bowman
Rok vydání:	2010
Předmět:	Adult Inservice Training SMART criteria education Control (management) MEDLINE Allied Health Personnel Session (web analytics) Structural equation modeling Patient Care Planning law.invention Nursing Randomized controlled trial law Medicine Humans Single-Blind Method Set (psychology) Goal setting business.industry Health Policy Public Health Environmental and Occupational Health Middle Aged Reference Standards Regression Analysis New South Wales business Goals
Zdroj:	Journal of evaluation in clinical practice. 16(1)
ISSN:	1365-2753
Popis:	Background Recent research indicates that allied health clinicians have difficulty articulating client needs and priorities into specific and measurable goals. As a result, a number of strategies to facilitate improvement in allied health clinicians' goal-setting skills have been recommended in the literature. In order to assist clinicians develop the skills required to set SMART goals, it is necessary that the strategies are rigorously tested. Aim To determine if a 50-minute education session and 3-month email and telephone support programme improves clinicians' SMART goal-writing skill and accurately predicts improved goal-writing behaviour. Methods Concealed random allocation of participants (n = 120) into two parallel groups: (1) intervention group received education on writing goals using the SMART Goal Evaluation Method as part of a workshop on outcome measurement and received 3 months of follow-up support (n = 60); and (2) control group attended a workshop on evidence-based practice (n = 60). Results Education and follow-up support improved clinicians' SMART goal-writing skills at both the 3- and 6-month review (Yates χ2 = 4.324, d.f. = 1, P = 0.0375). Structural equation modelling revealed education and follow-up support is an accurate predictor of SMART goal-setting behaviour change at both 3 months (standardized regression weights = 0.21; P = 0.014) and 6 months (standardized regression weights = 0.19; P = 0.02) post intervention. Changes were modest and developed over a 6-month period. Conclusion This study provides empirical evidence that a programme of educating clinicians in a standardized method of goal setting and providing follow-up support improves allied health clinicians' SMART goal-writing skills.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ed1f17c9cf3135d77f2651610196d69f https://pubmed.ncbi.nlm.nih.gov/20367810 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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