Home > A multi-method evaluation of a training course on dual diagnosis.

Rani, Shobha and Byrne, Hanora (2012) A multi-method evaluation of a training course on dual diagnosis. Journal of Psychiatric and Mental Health Nursing, 19, (6), pp. 509-520. doi: 10.1111/j.1365-2850.2011.01808.x.

As more and more service providers working in addictions and mental health services in Ireland are reporting an increase in individuals presenting with dual diagnosis, there is a need for training these professionals. The dual diagnosis training course developed by the authors is the only continuing professional development training course available to these professionals in Ireland., In this paper, we describe the first group of participants' evaluation of the dual diagnosis training course, which was delivered to service providers working with dual diagnosis service users., Participants found the training course to be motivating and valuable to their work practice. Since completing this training course, participants were more confident in working with dual diagnosis service users., Service user involvement, use of various teaching methods and the opportunity for inter-agency networking are important components of inter-professional training courses., Abstract A training course on dual diagnosis was developed within the Irish forensic mental health service, to bridge the gap in the lack of training on dual diagnosis in Ireland.

The course was designed for service providers within mental health and addiction services. Twenty participants involving nursing, social work, police and social welfare disciplines attended the first training course. A mixed methodology research design was adapted to describe participants' evaluation of the training course. Data were collected using multiple methods: pre- and post-test, daily evaluation and focus group interviews. Quantitative data were analysed using the spss Version 16.0 and qualitative data were analysed thematically. Findings from the pre- and post-test suggest an increase in participants' knowledge of dual diagnosis and an increase in confidence in conducting groups. Daily evaluation indicates that the course content largely met participants' needs. Finally, three themes emerged from the focus group interview: increased confidence, the training course/teaching methods and personal/organizational challenges. This study implies that service providers within mental health and addiction services benefit from inter-professional, needs and skills based courses incorporating a variety of teaching methods. The way forward for future dual diagnosis training course developments would be working in partnership with service users and carers.

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