H. Swerissen et L. Tilgner, A workforce survey of health promotion education and training needs in theState of Victoria, AUS NZ J PU, 24(4), 2000, pp. 407-412
Citations number
7
Categorie Soggetti
Public Health & Health Care Science
Journal title
AUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH
Objective: This study investigates the education and training needs of heal
th professionals and factors affecting participation in education and train
ing.
Methods: A survey of health promotion professionals, health professionals,
GPs and CEOs of community health centres, conducted across different settin
gs and locations. Information was obtained on involvement in health promoti
on activities, most useful content and format of past training, current pre
ferences for education and training and barriers and incentives to educatio
n and training.
Results: Health promotion professionals were involved in the widest variety
of health promotion activities, including more evaluation, research and pl
anning than GPs and other health professionals who were involved in more cl
ient-focussed activities. Professionals' preference for training content re
flected the type of activities in which they were most frequently involved.
Practical courses, of short duration, delivered by experienced peers or he
alth promotion experts were preferred over university and TAFE courses. Pro
fessionals in rural and provincial locations require both greater access to
information on training and conveniently located training. More organisati
onal support, funding and time release would encourage the training of prof
essionals in government departments, community health centres and public ho
spitals.
Conclusions: To be most effective, training must be tailored to suit the sp
ecific needs of different professionals involved in health promotion and ta
ke into consideration how factors, such as financial incentives and time re
lease, influence participation across different settings and locations.
Implications: Further development of the health promotion workforce will re
quire recognition of its professional diversity and a more responsive and o
rganised approach to education and training programs.