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

2. 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

3. 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

4. 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
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
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
Straus, S.E. et al (2004) Evaluating the teaching of evidence based medicine: conceptual framework. BMJ, 329 (7473), pp

5. 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

6. Are there any useful studies or resources?
Examples from other sectors (particularly academic)
NHS Library Services Website

7. 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

8. 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!