Topics were approached according to their increased complexity.
#Dying light trainer 1.119 professional
The program was designed to decrease nurses' professional stress levels, to improve nurses' attitudes and CS. Aims, contents and techniques were standardised in order to allow module replication.
#Dying light trainer 1.119 manual
The program is described in a detailed manual (available by writing to the authors). Each nurse participated to in four role-playing exercises. A total of 40 role-playing exercises were scheduled. The program included 30 h of theoretical information and 75 h of role-playing exercises and of experiential exchanges. The PTP included a total of 3 weeks of training (each week including 5 consecutive days): 1 week for each of the 3 consecutive months.
The secondary aim of this study was to assess the transfer of learned CS to clinical practice.
The primary aim of this study was to assess its efficacy in a randomised control design. A 105-h PTP was therefore designed to increase efficacy. The results indicated the efficacy of a 24-h PTP, and also the need to consolidate the skills acquired by regular post-training sessions.
Moreover, 2 months after training, this study also found a loss of the training effects on stress and attitudes. Limited changes were, however, found regarding CS used post-training. This study reported a significant training effect on attitudes, especially on those related to self-concept, and on the level of occupational stress related to inadequate preparation. Another study assessed the impact of a longer 24-h PTP on attitudes, on occupational stress and on CS used in simulated interviews ( Razavi et al, 1993). Post-training changes, moreover, were short-lived, as they were no more noticeable after 1 year ( Razavi et al, 1988, 1991). This improvement, however, only concerned HCPs who reported the more negative attitudes at baseline. A study on a 12-h behavioural PTP using role-playing techniques reported a positive shift in attitudes. Studies varied as regards length of training and outcome measures. The efficacy of behavioural PTPs has been tested in studies, using a controlled design. Psychological training programs with a behavioural approach could therefore be considered as being potentially more effective than programs with an emotional approach. In the case of oncology nurses, emotional PTPs have been shown to be counter-productive, since a negative attitude shift related to job-pertinent concepts has been reported ( Silberfarb and Levine, 1980). Their effectiveness can be assessed through measuring changes in knowledge, attitudes, stress and CS ( Gray-Toft, 1980a Bensing and Sluijs, 1984 Stewart and Roter, 1990 Wilkinson et al, 1998, 1999 Jenkins and Fallowfield, 2002).
Psychological training programs (PTPs) can be based on cognitive, emotional and/or behavioural approaches ( Campbell, 1980 Shanfield, 1981 Anderson, 1982 Janetakos, 1983 Rainey et al, 1983 Moore, 1984 Moynihan and Outlaw, 1984 Shinn et al, 1984 Ziegler et al, 1984 Kalish, 1985 Burnard, 1991). In the last few decades, several educational programs have been developed, but their content and form (nature, program, length, techniques) still remain to be specified. Recommendations for the management of staff stress have therefore been given ( Lederberg, 1989, pp 631–646) and the need for specific training has been raised ( Razavi et al, 1988, 1991 Maguire, 1984 Maguire et al, 1990, pp 137–142 Fallowfield et al, 2002). Moreover, HCPs' communication skills (CS) have often been reported as poor and as needing to be improved ( Parle et al, 1997 Maguire et al, 1996b Hamlin et al, 1999). It has often been argued that working in cancer care was highly stressful for health-care professionals (HCPs) ( Wilson-Barnett, 1979 Delvaux et al, 1988 Peetet et al, 1989).