IN-SERVICE TRAINING. Forensic Psychiatry. Koncern HR, Center for Kompetenceudvikling Lisbeth Drejer Dybro & Bo Kristian Nielsen

Transcription

1 IN-SERVICE TRAINING Forensic Psychiatry Koncern HR, Center for Kompetenceudvikling

2 Centre for Competence Development 2

3 Bo Kristian Nielsen Educational Consultant MSc. (Social Work) OPU (Organizational psychological education) Lisbeth Drejer Dybro Educational Consultant MA (Nordic language and Literature) Med of Adult Learning and Human Resource Development BA and MA minor (Psychology) 3

4 INPUT FROM US Two training programmes: facts That which works: experiences Nordic networking: perspectives 4

5 TWO CHALLENGES WHAT TO TEACH? HOW TO TEACH? I: The lack of correspondence between teaching, learning and application Teaching: 20%, individual factors: 35%, context for application (Wahlgren, 2011, DK) How can training programmes boost the correspondence? II: To support and control at the same time How can training programmes boost the capacity of professional & relevant judgement? 5

6 THREE ELEMENTS The working place: Working place needs: i.g. improve treatment and cooporation The participant: sense, interesting, useful The school: To learn someting to somebody: valid knowledge Illeris et al. 6

7 EKSAMPLE ONE: FILIPINE Interdisciplinary class A national programme Part of national effort, Danish Parliament 2004 Social Department Health Department,

8 FILIPINE TARGET GROUP Short-, middle- and long term educated staff members: 8 occupational groups Prison Service: 20% Regional psychiatry: 50% Municipal psychiatry: 30% 536 participants CONTENTS METHODS ORGANIZATION Knowledge concerning the patient: Knowledge concerning the frames and co-operation: Clasical teaching, reflection-orientated tasks, a few home-working-tasks involving collegues, a compendium of the most important textes (copy and electronic) Teaching programme: 5 days Networking groups: during and after the programme Local groups in each geographical regions consisting of members from the three partners 8

9 EKSAMPLE TWO A national programme for nurses Formal and non-formal education 2013 Planned by: Head nurses from the forensic psychiatric field in Denmark, HR, Centre for Competence Development in the Central Denmark Region and the Competence Centre for Forensic Psychiatry in the Capital Region of Denmark and VIA University College 9

10 The national forensic psychiatric education for nurses 2013 Purpose Aims To obtain knowledge and to further develop skills in order to develop and assure quality in forensic psychiatric nursing To obtain knowledge about nursing of forensic psychiatric patients on the basis of criminological theories and methods including social perspectives, quality assurance and user involvement together with other relevant theories and methods in the emergency phase and in the rehabilitation and out-patient treatment To understand the roles as nurse in the forensic psychiatric and health context. To obtain capability for critical and constructive reflection on theory, method and best practice. To obtain capability for implementation of relevant theories and methods in forensic psychiatric nursing. To obtain knowledge about the role of nurses regarding organisational development and implementation of new theories, methods and tools. To obtain capability to be in charge of and co-operate on development in own workplace and through this promote the process of further development and upgrading of forensic psychiatric nursing. 10

11 The national forensic psychiatric education for nurses 2013 Contents Diploma modules, three diploma modules, a total of 20 ECTS points. Diploma modules Implementation module Course leaders An implementation module Focus on various aspects of forensic psychiatric nursing The student study fulltime and has study leave from his/her work and can if the conditions are met apply for a State education grant Focus on implementation, development and application of competences in practice The charge nurses participate partially on this module for the purpose of establishing present needs and conditions for learning, development and implementation in relation to forensic psychiatric nursing Two course leaders supervise the learning process in all phases, one on nurse-based qualifications and one on social science-based qualifications 11

12 Competences include: Knowledge Training Motivation 12

13 THAT WHICH WORKS Involving the managers Time The course leader Interdisciplinary training Relevant knowledge: formal and non-formal education 13

14 LEADER INVOLVEMENT Both with respect to creating the necessary resources and framework and a general enrolment in education, and thus mobilize the necessary capacity and knowledge within the smaller field of specialization that forensic psychiatry constitutes, but also with respect to applying what is learned and develop competences that are actually used in practice and from which practice benefits. 14

15 TIME Learning takes time, and if both the role in the function and the person in the role are to be developed, it requires time, among other things. An example:towards the end of the course, participants on a nationwide education in forensic psychiatry begin to express that being in the field of forensic psychiatry does something to you, and that maybe they have become tougher than they would actually like and tougher than what is needed. 15

16 COURSE MANAGEMENT Education and learning processes within the field of forensic psychiatry deal with very complex matters in which connections between individual, organizational and societal levels interact with factors and conditions related to history and social and healthcare politics. Therefore course management plays an important role in supporting learning environment, learning processes and connection between different professional approaches and connections between teaching and practice and the workplace and thus responding to the transfer challenge. 16

17 INTERDISCIPLINARY TRAINING??? 17

18 EVALUATION Managers Obtained a new and different understanding of other occopational groups, in- and extern partners Participants ,6% 17,0 % 72,4% 95,3% Servicestyrelsen,

19 VALID & RELEVANT KNOWLEDGE Non-learning: three reasons 1. Mis-learning concerning content 2. Defense concerning drive 3. Resistance concerning social interaction The formal educational system: Focus on valid knowledge The non-formal educational system: Focus on relevant knowledge 19

20 QUESTIONS What is good training in forensic psychiatry? How will a potential Nordic co-operation be able to qualify education within the field of forensic psychiatry? 20

21 THANK YOU FOR YOUR TIME 21