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首页> 外文期刊>Human Resources for Health >Critical success factors for the implementation and adoption of e-learning for junior health care workers in Dadaab refugee camp Kenya
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Critical success factors for the implementation and adoption of e-learning for junior health care workers in Dadaab refugee camp Kenya

机译：在达达亚难民营肯尼亚省德南卫生工作者的初级医疗工作者电子学习的关键成功因素

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This paper presents the results of a case study that analyses the critical factors that influence the implementation of professional health education via blended learning in Dadaab refugee camp. It explores innovative solutions to the issues facing refugees looking for professional health training, namely the health workforce shortage and lack of training opportunities. It outlines social and political factors that impact professional health education for refugee youth. It outlines barriers and facilitators on the implementation of ‘Distance Basic Training of Healthcare Professionals’, a blended training course provided by the University of Geneva to junior health care personnel in Dadaab Refugee camp. This case uses mixed methods. Descriptive statistics drawn from online surveys, learning analytics data, and exchanges on online forums and student chat groups are all used. Qualitative methods consist of two focus groups, comprising of all students (n = 27) were convened, as well as, individual semi-structured interviews with 14 of the 27 students; three with managers from the health service who supervised enrolled students; and two with senior managers who were responsible for staff and training decision-making. Qualitative data was transcribed, and thematic analyses were applied. The results demonstrate that barriers for the implementation of professional education in a refugee camp emerged not only from the constraints on the environment, but also from barriers stemming from legislation and administrative procedures. Data suggested weaknesses on the education system could be addressed by providing students with extra-curricular support, information and communications technology (ICT) literacy, and promoting mechanisms for peer support while broadening entry requirements to increase the enrolment of female students. Finally, providing internationally credentialed courses and transferable skills enables professional pathways for refugee students. Blended learning enables the design and delivery of high-quality medical education that is sustainable and relevant in a particular environment, e.g. refugee camps. Furthermore, the research reveals that building education pathways could enhance numbers of health workers with the appropriate skillset to serve communities.
机译：本文提出了案例研究的结果，分析了通过混合在达达布难民营中的混合学习影响专业健康教育的关键因素。它探讨了寻求专业健康培训的难民面临的问题的创新解决方案，即健康劳动力短缺和缺乏培训机会。它概述了影响难民青年专业健康教育的社会和政治因素。它概述了障碍和促进者关于实施“医疗保健专业人员的距离基本培训”，日内瓦大学提供的唐达难民营初级医疗保健人员提供的混合培训课程。这种情况使用混合方法。从在线调查，学习分析数据和在线论坛和学生聊天组的交流中绘制的描述性统计数据都已使用。定性方法包括两个焦点小组，包括所有学生（n = 27），以及27名学生中有14个的个人半结构化访谈;来自卫生服务的有三名经理监督注册学生;两者和高级经理负责员工和培训决策。转录定性数据，应用主题分析。结果表明，在难民营实施职业教育的障碍不仅从环境的限制中出现，而且来自立法和行政程序的障碍。数据建议通过为学生提供具有课外支持，信息和通信技术（ICT）识字的学生来解决教育系统的缺点，以及促进同行支持的机制，同时扩大进入要求，以增加女学生的入学。最后，提供国际上资格的课程和可转让技能使难民学生能够进行专业途径。混合学习使得能够在特定环境中的可持续和相关的高质量医学教育设计和交付，例如，难民营。此外，该研究表明，建筑教育途径可以增强卫生工作者的数量，以适当的技能服务来服务社区。

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