Training Your Clinicians: 5 Additional Reasons Why

Training Your Clinicians: 5 Additional Reasons Why

“Our last meeting was awesome and my grant application is looking good. I can hardly wait to discuss the additional reasons why for training our clinicians,” said Carol, the director of the grant department at the HOPE Care Center.  Rodis, the consultant, without hesitation, responded, “Let’s then get straight to it. Let us look at some additional reasons.”

 

In a previous article entitled, Training Your Clinicians: 5 Reasons Why, Rodis discussed five reasons why it is crucial for us to train our clinicians.  In this current article, he explores five additional reasons.

 

Turnover rate

 

Training Your Clinicians: 5 Additional Reasons Why

In a previous article series on burnout, I mentioned how clinician turnover was very hard to manage.  Like Elena, the Chief Medical Officer, puts it, “It is so complex; it's multifactorial and has to do with a little bit of everything. It’s also cultural, structural, and reflects the sense that staff is not valued, and that they receive limited resources.”  When staff perceives they are not valued, they look for any opportunity to leave.  As stated in that article, staff turnover has several ramifications, including and not limited to consistent need for staff onboarding and transitioning; decreased productivity, compromise of care, and an overall increase in waste.  Turnover is therefore a significant reason for us to train our clinicians.

 

Specializing

 

Training Your Clinicians: 5 Additional Reasons Why

In a series of articles on agency reputation, I described “stand out” as one of the key strategies to successful recruitment, which goes hand in hand with shaping a great reputation for our agencies.  I also explained that when “stand out” is accomplished through specializing, the reciprocal relationship between successful recruitment and a great reputation for our agencies increases exponentially.  I added that while specializing is not the only way for an agency to stand out, it is certainly a strategic and a sure way to do so.  What is also certain is that for your agency to specialize, you will need clinicians with specialized knowledge, which in turn gets accomplished only through continuing training.

 

Creating systems

 

Training Your Clinicians: 5 Additional Reasons Why

I spoke about creating systems in at least two previous articles, Agency Reputation, and How to Turn Your Organization Around.  I explained that having systems in place help with efficiency, effectiveness, and facilitate delegation.  I also explained that systems in place help with a smooth workflow, with meeting expectations, and reducing the number of unpredictable outcomes, which in turn helps decrease burnout and bolster your agency reputation.  As you can see, the ramifications of creating systems are multiple.  However, for you to harness these benefits, you need to have training in place for your clinicians.  The systems need to be intelligent, and our clinicians need to continue to be flexible and innovative, while working in a framework in a system.

 

Advocacy skills

 

Training Your Clinicians: 5 Additional Reasons Why

In a previous article entitled, Recruiting Successfully: 5 Additional Key Strategies, I explained, “Getting involved in your community” was one of the key strategies to successful recruitment.  It speaks to your commitment, to the way you live by your mission, your vision, and it helps provide inspiration.  Getting involved in your community also requires skills—advocacy skills—that can be incorporated in trainings.  Our clinicians can be some of the fiercest advocates.  You only need to give them the proper skills, expose them to the latest developments in the field, help train them on basic psychopharmacology, new strategies for mental health assessment, on substance use assessment, and on working with patients and clients with Borderline Personality Disorder, or with other challenging patients and clients.  They will then represent your agency, helping to build a great reputation, and it will also help with productivity.

 

Innovation

 

Training Your Clinicians: 5 Additional Reasons Why

In a previous article entitled, Restore, Establish and Maintain a Great Reputation for your Agency: 5 Additional Strategies, I outlined, “Seek to innovate” as one of the key strategies.  I explained that by taking the time to listen to your patients and clients, your base, and other stakeholders, you would find countless ways to innovate, stand out, specialize, and establish and maintain a great reputation for your agency.  While seeking to innovate may sound like it entails a huge time investment, you can quickly and easily achieve this by training your clinicians.  Trainings on engagement strategies, soft skills, clinical reasoning skills, social determinants of health, and on symptom contextualization are some examples of ways you can leverage your clinicians and innovate your agency.

 


“I am working on a training grant for our clinicians, and I need key points to add. Can you recommend some?” Carol, the director of the grant department at the HOPE Care Center articulated these words in consultation with Rodis. “The key points to make in a training grant application are various-some more obvious than others. Let us look at the reasons why agencies should be making training available to their clinicians, as a start,” responded Rodis.


Rodis and Carol started to delve into the reasons why, we, as agencies and leaders, should be training our clinicians. Carol, pleased with what she was hearing, scheduled a follow up meeting with Rodis to continue their discussion.

The following are a total of ten reasons why training our clinicians is essential and pays off for our agency, our clinicians, our patients and clients, and the system, as a whole.

While the additional five reasons are:

(6) Turnover rate;

(7) Specializing;

(8) Creating systems;

(9) Advocacy skills; and

(10) Innovation.

The first five reasons are: 

(1) Productivity;

(2) Agency reputation;

(3) Successful recruitment;

(4) Burnout; and

(5) Empowerment;

 

A total of ten reasons why to train our clinicians, and Carol and the rest of the leadership team at the HOPE Care Center are pleased to hear and start implementing them, as they apply for their training grant.  You, too, will find them to be helpful, but only if you put them to use.

 

When would you like to start training your clinicians on a regular basis; and which of these ten reasons is more aligned with you and your agency?  Contact us and let us know how we can help.  Thank you for reading and we look forward to next time.


For more in this series of articles, check below!


SWEET Institute- Mardoche Sidor, MD

Dr. Sidor is quadruple board certified in psychiatry, with board certification in General adult, Child and adolescent, Addiction, and Forensic, psychiatry. He also has additional training in public psychiatry, in several treatment modalities, in addition to his teaching, supervision, mentorship, coaching, and management, experience. Some of his passions are public speaking, leadership, entrepreneurship, and research, in addition to program development and project management. His overall goal is to empower all health care professionals throughout the United States and globally, towards ensuring the continuity of excellent patient care, while balancing the need to take care of themselves. Dr. Sidor is the main instructor for the SWEET Institute, and he is currently an Assistant Professor of Psychiatry at Columbia University. He is also the past-Medical Director for CASES (Center for Alternative Sentencing and employment Services), and he speaks and writes fluently in six (4) languages—French, English, Spanish, Creole, and has intermediate proficiency in Portuguese and Italian.


References:

  1. Wang GG, Wilcox. 2006. Training evaluation: Knowing more than is practiced. Adv. Dev. Hum. Resour. 8:528– 39.

  2. Wang GG, Dou Z, Li N. 2002. A systems approach to measuring return on investment for HRD interventions. Hum. Resour. Dev. Q. 13:203–24.

  3. Van Der Klink M, Gielen E, Nauta C. 2001. Supervisory support as a major condition to enhance transfer. Int. J. Train. Dev. 5:52–63.

  4. Tannenbaum SI, Yukl G. 1992. Training and development in work organizations. Annu. Rev. Psychol. 43:399– 441.

  5. Tannenbaum SI, Woods SB. 1992. Determining a strategy for evaluating training: Operating within organiza- tional constraints. Hum. Resour. Plann. 15(2):63–81.

  6. Switzer KC, Nagy MS, Mullins ME. 2005. The influence of training reputation, managerial support, and self-efficacy on pretraining motivation and perceived training transfer. Appl. HRM Res. 10:21–34.