Evaluating training - the Royal Preston experience Joanne Taylor Clinical Librarian Royal Preston Hospital

Why evaluate our training? We want to know if the training makes a difference – the importance of impact We want to know if the training techniques and methods we use are effective. How can we improve? We may need to demonstrate a need for funding We want to prove our own value to our organisation So we can better support our users Providing information at the point of need Directly to clinicians At meetings On ward rounds Providing evidence that is accurate, specific, comprehensive and reliable Providing evidence in an easy to digest format Access to evidence-based databases and the expertise to use them effectively Saving clinicians time Preventing information overload Directly supporting patient care Supporting clinical decision-making Helping to ensure that all decisions relating to patient care are based on the latest evidence Increasing awareness of resources

Possible issues Finding the right evaluation tools and questions – there is a lack of tools, particularly in health libraries Our users may be from different backgrounds and may have different ability levels – creating evaluation tools that fit all users and training courses Fears of overloading our users with questionnaires Lack of time for evaluation

Are there any useful studies or resources? Published research Brettle, A. (2007) Evaluating information skills training in health libraries: a systematic review. Health Information and Libraries Journal, 24 (Suppl 1), pp.18-37. Trinder, V.M., Fleet, G.E. and Gray, A.E. (2007) Evaluating the impact of library user training programmes across Thames Valley Strategic Health Authority in the UK. Health Information and Libraries Journal, 24 (1), pp.34-40. Brettle, A. (2003) Information skills training: a systematic review of the literature. Health Information and Libraries Journal, 20 (Suppl 1), pp.3-9. Weightman, A. et al (2009) The value and impact of information provided through library services for patient care: developing guidance for best practice. Health Information and Libraries Journal, 26 (1), pp.63-71. Straus, S.E. et al (2004) Evaluating the teaching of evidence based medicine: conceptual framework. BMJ, 329 (7473), pp.1029-1032.

Are there any useful studies or resources? Examples of surveys from other Trusts Royal Oldham Hospital East Cheshire NHS Trust Fade Library Countess of Chester Hospital Wirral University Teaching Hospital

Are there any useful studies or resources? Examples from other sectors (particularly academic) NHS Library Services Website http://www.libraryservices.nhs.uk/forlibrarystaff/impactassessment/

Development of the LIHNN Training Evaluation Survey The survey was developed by the LIHNN Trainers group, so had input from librarians across the region So many questions were suggested for the survey that the document was becoming very large It was decided to split the document into four sections: General information Pre-course information Immediately after the session Several weeks later People could then pick and choose the questions they wanted to use for their own surveys

Our experience at Royal Preston Once the LIHNN Training Evaluation was complete, we adapted it for our own needs SurveyMonkey was used for data collection We send out the surveys approx. 1 month following the session We kept the survey as concise as possible – 16 questions Response rate – not great! How do we make sure they fill the survey in!