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The impact of training and staff attributions on staff practice in learning disability services: a pilot study.

The present study examines the impact of a training course which has previously been found to significantly increase the knowledge of staff working in learning disability services on staff attributions and practice. No significant changes were found in staff (n = 39) attributional dimensions followi...

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Publicado en:Journal of Learning Disabilities (14690047) Vol. 6; no. 3; pp. 239 - 252
Autores principales: McKenzie K, Sharp K, Paxton D, Murray GC
Formato: research tables/charts Journal Article
Publicado: Sage Publications, Ltd. Sep2002
Acceso en línea:Ver este registro en EBSCOhost
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      dt: Sep2002
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      pub: Sage Publications, Ltd.
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        2004011005
        10.1177/1469004702006003034
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        atl: The impact of training and staff attributions on staff practice in learning disability services: a pilot study.
      aug:
        au:
          McKenzie K
          Sharp K
          Paxton D
          Murray GC
        affil: Edenhall Hospital, Pinkieburn, Musselburgh, East Lothian, Scotland, UK
      sug:
        subj:
          Attitude of Health Personnel
          Intellectual Disability
          Professional Practice
          Staff Development
          Adult
          Behavioral Changes
          Descriptive Statistics
          Female
          Interrater Reliability
          Male
          McNemar's Test
          Personnel, Health Facility
          Post Hoc Analysis
          Professional Knowledge
          Questionnaires
          Residential Facilities
          Human
          Adult: 19-44 years
          Female
          Male
      ab: The present study examines the impact of a training course which has previously been found to significantly increase the knowledge of staff working in learning disability services on staff attributions and practice. No significant changes were found in staff (n = 39) attributional dimensions following training. However, a decrease in the use of the attributional category 'communication deficit' was found 8 weeks after training. Staff rated their knowledge levels as higher both immediately following training and 8 weeks later. The subgroup (n = 14) of staff who were examined in relation to staff practice were found to change their practice significantly from baseline to follow-ups 4 and 5 months later. Methodological limitations and implications of the study are discussed. © 2002 SAGE Publications Ltd.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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