Staff Training in Positive Behaviour Support: Impact on Attitudes and Knowledge.
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| Title: | Staff Training in Positive Behaviour Support: Impact on Attitudes and Knowledge. |
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| Authors: | Lowe, Kathy (AUTHOR), Jones, Edwin (AUTHOR), Allen, David (AUTHOR), Davies, Dee (AUTHOR), James, Wendy (AUTHOR), Doyle, Tony (AUTHOR), Andrew, Jock (AUTHOR), Kaye, Neil (AUTHOR), Jones, Sian (AUTHOR), Brophy, Sam (AUTHOR), Moore, Kate (AUTHOR) |
| Source: | Journal of Applied Research in Intellectual Disabilities. Jan2007, Vol. 20 Issue 1, p30-40. 11p. 5 Charts. |
| Subjects: | Employee training, Nurse training, Employee empowerment, Occupational training, Training, Employee attitudes, Sociology of work, Learning ability, Educability |
| Abstract: | Background Positive behavioural support is increasingly viewed as the preferred service approach for people who challenge, but skills are insufficiently widespread. The need for effective staff training has been highlighted as a key factor in high quality service provision, with investigators recommending a multidimensional approach to increase effectiveness and produce changes in work performance. Method Attitudes and knowledge of registered (qualified nurses) and non-registered (unqualified nursing assistants) staff in specialist health care services were assessed via self-completion questionnaires before and after the delivery of a newly accredited taught course in PBS and at a 1-year follow-up. Results Significant increases in knowledge were evident immediately after the training for both groups, with further increases evident over time for the non-registered staff who completed the qualification. Initial changes in attributions immediately after training reverted to baseline levels over time. Enduring change occurred in perceived confidence, which significantly increased both for registered and non-registered staff. Conclusions The training had a positive effect on knowledge and perceived confidence but little enduring effect on attributions or emotional responses. The importance of training conducted in conjunction with allied changes in organizational systems to ensure ongoing management attention is discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Applied Research in Intellectual Disabilities is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background Positive behavioural support is increasingly viewed as the preferred service approach for people who challenge, but skills are insufficiently widespread. The need for effective staff training has been highlighted as a key factor in high quality service provision, with investigators recommending a multidimensional approach to increase effectiveness and produce changes in work performance. Method Attitudes and knowledge of registered (qualified nurses) and non-registered (unqualified nursing assistants) staff in specialist health care services were assessed via self-completion questionnaires before and after the delivery of a newly accredited taught course in PBS and at a 1-year follow-up. Results Significant increases in knowledge were evident immediately after the training for both groups, with further increases evident over time for the non-registered staff who completed the qualification. Initial changes in attributions immediately after training reverted to baseline levels over time. Enduring change occurred in perceived confidence, which significantly increased both for registered and non-registered staff. Conclusions The training had a positive effect on knowledge and perceived confidence but little enduring effect on attributions or emotional responses. The importance of training conducted in conjunction with allied changes in organizational systems to ensure ongoing management attention is discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13602322 |
| DOI: | 10.1111/j.1468-3148.2006.00337.x |
