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Evaluating the effectiveness of resilience-building training within the national health service in the UK

Evaluating the effectiveness of resilience-building training within the national health service... This paper aims to describe the use of an innovative resilience-building training programme delivered to NHS Safeguarding Leads and other participating professionals over a five-month period concluding in March 2019. The developers used knowledge and expertise in both the fields of psychology and drama-based learning to promote comprehension, retention and a capacity for using and conveying these strategies to other health-care workers.Design/methodology/approachAttendees were given pre- and post-questionnaires to examine the effectiveness of the training in terms of understanding the stages of burnout, developing an awareness of personal risk factors that may be associated with potential burnout and their perceptions of the confidence they have in both evaluating their personal resilience and using acquired skills and coping techniques that they may apply to their personal and professional lives. A Wilcoxon Signed Ranks test was administered, to assess the significance of the difference between pre- and post-training scores.FindingsFollowing the training, participants reported statistically significant improvements relating to their understanding of terms, including “burnout”. They also reported an increased awareness of their personal risk factors associated with burnout and felt more resilient having completed the training. Statistically significant changes were reported in all of these areas, with the drama element of the training being commended on about one third of all feedback forms where, with the post-test results, a narrative (unscored) opportunity for feedback was sought.Research limitations/implicationsThe authors note that a long-term follow-up of retention and use of this training was not undertaken, though they consider that, post-pandemic, this necessary training can be reinitiated and that, as with other professional initiatives, video-engagement technology may be, through innovative efforts, merged with these effective training techniques as an option for future training applications.Practical implicationsTo the best of the authors’ knowledge, this training programme was the first of its kind to use a psychologically underpinned drama-based didactic approach to build resilience and protect against burnout. The results of this paper show that this training used an effective and efficient medium for successfully meeting these primary objectives.Social implicationsIt is considered that using a similar training approach would be effective in building resilience and preventing burnout in health-care professionals.Originality/valueThis paper evaluates the effectiveness of an innovative resilience-building training programme drawing upon the field of psychology and drama-based learning to support safeguarding professionals within the NHS. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Mental Health Training Education and Practice Emerald Publishing

Evaluating the effectiveness of resilience-building training within the national health service in the UK

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References (30)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1755-6228
eISSN
1755-6228
DOI
10.1108/jmhtep-05-2021-0048
Publisher site
See Article on Publisher Site

Abstract

This paper aims to describe the use of an innovative resilience-building training programme delivered to NHS Safeguarding Leads and other participating professionals over a five-month period concluding in March 2019. The developers used knowledge and expertise in both the fields of psychology and drama-based learning to promote comprehension, retention and a capacity for using and conveying these strategies to other health-care workers.Design/methodology/approachAttendees were given pre- and post-questionnaires to examine the effectiveness of the training in terms of understanding the stages of burnout, developing an awareness of personal risk factors that may be associated with potential burnout and their perceptions of the confidence they have in both evaluating their personal resilience and using acquired skills and coping techniques that they may apply to their personal and professional lives. A Wilcoxon Signed Ranks test was administered, to assess the significance of the difference between pre- and post-training scores.FindingsFollowing the training, participants reported statistically significant improvements relating to their understanding of terms, including “burnout”. They also reported an increased awareness of their personal risk factors associated with burnout and felt more resilient having completed the training. Statistically significant changes were reported in all of these areas, with the drama element of the training being commended on about one third of all feedback forms where, with the post-test results, a narrative (unscored) opportunity for feedback was sought.Research limitations/implicationsThe authors note that a long-term follow-up of retention and use of this training was not undertaken, though they consider that, post-pandemic, this necessary training can be reinitiated and that, as with other professional initiatives, video-engagement technology may be, through innovative efforts, merged with these effective training techniques as an option for future training applications.Practical implicationsTo the best of the authors’ knowledge, this training programme was the first of its kind to use a psychologically underpinned drama-based didactic approach to build resilience and protect against burnout. The results of this paper show that this training used an effective and efficient medium for successfully meeting these primary objectives.Social implicationsIt is considered that using a similar training approach would be effective in building resilience and preventing burnout in health-care professionals.Originality/valueThis paper evaluates the effectiveness of an innovative resilience-building training programme drawing upon the field of psychology and drama-based learning to support safeguarding professionals within the NHS.

Journal

The Journal of Mental Health Training Education and PracticeEmerald Publishing

Published: Sep 20, 2022

Keywords: Psychology; Resilience-building; Drama-based techniques; NHS

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