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Process evaluation of a diversity training program: The value of a mixed method strategy

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  • Celik, Halime
  • Abma, Tineke A.
  • Klinge, Ineke
  • Widdershoven, Guy A.M.

Abstract

Patients’ health and health needs are influenced by categories of difference like sex, gender, ethnic origin and socioeconomic status (SES). To enhance awareness of this diversity among patients and to provide holistic care for them, health professionals should first be aware of the relation between dimensions of diversity and patients’ health and health demands. This paper presents a formative process evaluation of a diversity sensitivity training programme for healthcare professionals. The training was implemented in three healthcare settings (mental healthcare, nursing home and hospital care). Mixed methods were used to monitor the implementation of the training and its effects after three years. Findings demonstrate that the training stimulated participants’ awareness, knowledge and critical attitudes towards diversity. Their motivation and willingness to take action regarding diversity was also enhanced. Yet these developments were less apparent among nursing home participants who felt less satisfied and did not develop a critical perspective on this issue. Qualitative data were helpful to explain differences between the settings. By means of the combination of quantitative and qualitative data, we can conclude that individual learning was not enough to guarantee a sensitive approach to diversity at the organizational level.

Suggested Citation

  • Celik, Halime & Abma, Tineke A. & Klinge, Ineke & Widdershoven, Guy A.M., 2012. "Process evaluation of a diversity training program: The value of a mixed method strategy," Evaluation and Program Planning, Elsevier, vol. 35(1), pages 54-65.
    • Handle: RePEc:eee:epplan:v:35:y:2012:i:1:p:54-65
    DOI: 10.1016/j.evalprogplan.2011.07.001
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    References listed on IDEAS

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    1. Bird, Chloe E. & Rieker, Patricia P., 1999. "Gender matters: an integrated model for understanding men's and women's health," Social Science & Medicine, Elsevier, vol. 48(6), pages 745-755, March.
    2. Mead, Nicola & Bower, Peter, 2000. "Patient-centredness: a conceptual framework and review of the empirical literature," Social Science & Medicine, Elsevier, vol. 51(7), pages 1087-1110, October.
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    Cited by:

    1. Appannah, Arti & Meyer, Claudia & Ogrin, Rajna & McMillan, Sally & Barrett, Elizabeth & Browning, Colette, 2017. "Diversity training for the community aged care workers: A conceptual framework for evaluation," Evaluation and Program Planning, Elsevier, vol. 63(C), pages 74-81.
    2. Devin Naidoo & Andrea Echarri-Gonzalez & Sarah Levitt & Alexander Mass & Eric Smith & Daryle Lamonica & Julianne Hall, 2023. "Evaluation of a Multipart Implicit Bias Educational Program Designed for a Non-Profit Organization," Businesses, MDPI, vol. 3(3), pages 1-17, September.
    3. Abraham, Traci H. & Deen, Tisha L. & Hamilton, Michelle & True, Gala & O’Neil, Marie T. & Blanchard, Jessica & Uddo, Madeline, 2020. "Analyzing free-text survey responses: An accessible strategy for developing patient-centered programs and program evaluation," Evaluation and Program Planning, Elsevier, vol. 78(C).
    4. Pelucha, Martin & Kveton, Viktor & Potluka, Oto, 2019. "Using mixed method approach in measuring effects of training in firms: Case study of the European Social Fund support," Evaluation and Program Planning, Elsevier, vol. 73(C), pages 146-155.
    5. Moriña, Anabel & Carballo, Rafael, 2017. "The impact of a faculty training program on inclusive education and disability," Evaluation and Program Planning, Elsevier, vol. 65(C), pages 77-83.

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