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Background Allied health professionals (AHPs) are pivotal to delivering safe, effective, and collaborative healthcare. Yet, there is limited empirical insight into their current training need priorities across core domains of professional practice. In an increasingly digital, team-based health system, identifying profession-specific and shared training needs is essential for designing development strategies that retain and grow a future-ready workforce. This study aimed to identify training needs across the Australian AHP workforce and explore whether demographic factors predict perceived gaps between the importance and performance of key professional tasks, both within and across professional groups. Methods A national cross-sectional survey of AHPs was conducted using the Hennessy Hicks Training Needs Analysis Questionnaire. Participants self-rated 30 core and 10 emerging tasks by perceived importance and current performance. Gap scores (importance minus performance) were analysed and visualised using an importance-performance matrix to highlight priority areas. Descriptive statistics, multiple regression models and multivariate analysis explored whether variation existed between profession and other demographic variables across seven domains of practice. Results From 2,436 valid responses a consistent pattern emerged: AHPs rated the importance of all tasks higher than their self-reported performance, highlighting statistically meaningful perceived capability gaps. The most pronounced needs were found in leadership/continuous improvement, and digital health domains. Emerging tasks such as managing work-life balance, achieving efficient results and identifying opportunities for quality improvement also ranked highly, reflecting the current landscape of AHP practice. While significant demographic differences including level of experience, highest qualification, profession and rurality were observed across domains, effect sizes were uniformly small, suggesting limited practical significance. Conclusion This study provides the first national snapshot of AHP training needs and provides evidence that the future of allied health workforce development lies in shifting from siloed, discipline-specific training to capability-building that supports interdisciplinary, digitally enabled healthcare. Interprofessional education models provide an opportunity to address shared training needs in leadership, digital transformation, and system improvement, particularly for early-career professionals and those in remote roles. These findings highlight potential directions for aligning training with the evolving demands of healthcare delivery.

Purpose Policy in the UK and many other countries states that mainstream mental health services should be accessible to people with intellectual disabilities (ID). The purpose of this paper is to systematically review training and development needs assessments and delivered training and development for professionals working in mainstream mental health services who may work with people with IQ. Design/methodology/approach A systematic search of four databases (Web of Science; PsychInfo; PubMed; CINAHL) over the period of 2011–2023 was used. Papers were included if they described training or development delivered to, or specific training or development needs analyses of, mainstream qualified staff to support working with adults who have an ID. Findings Two papers were found that described training and development initiatives and six that described training and development needs analysis, five of these papers originated from Australia and were part of the development of a comprehensive workforce competency framework. Research limitations/implications Training and development approaches for mainstream mental health services to facilitate the support of people with IQ should be systematically developed and trialled. Originality/value To the best of the authors’ knowledge, this is the first study to review training and training needs analysis in this area since 2012. The review finds only a small number of papers in what is an important area for service development.

This study aimed to assess the specific clinical and non-clinical training needs of midwives and determine their preferred approach to enhancing performance. Pre-eclampsia remains one of the leading causes of maternal deaths in low and middle-income countries. Pre-eclampsia-related deaths may be due to reduced midwifery knowledge and inadequate management. Therefore, a training needs assessment is vital in identifying gaps in practice, especially, in poorly resourced settings for maximal use of training resources. A hospital-based cross-sectional study. The largest tertiary hospital in Ghana. An online version of the validated WHO Hennessy-Hicks Training Needs Analysis questionnaire was used to assess midwives’ training needs on the management of pre-eclampsia. The tool has good psychometric properties and was used to assess 1) midwives’ confidence in performing tasks, 2) the importance of the task to their role and 3) their preferred performance improvement approach. Data analysis adhered to the guidelines specified in the Hennessy-Hicks Training Needs Analysis Questionnaire and the priority training requirements of the midwives were assessed through descriptive statistics and a series of independent t-tests. Among the 250 midwives who responded, most possessed 1–5 years of experience (74.7 %). All 28 tasks were viewed by midwives as essential responsibilities in pre-eclampsia management. Midwives had the greatest need for training in research/audit and clinical skills domains respectively (p < 0.001, 95 % confidence interval: 1.08–1.47, Cohen’s-D = 1.27; and p < 0.001, 95 % confidence interval: 0.69–1.06, Cohen’s-D = 0.87). The foremost primary training necessity, as recognised by midwives, was undertaking health promotion activities, including antenatal health education (MD= 0.43, 95 % confidence interval: 0.29–0.57). Training courses were identified as the preferred approach to address training needs and improve overall proficiency. Midwives in Ghana require comprehensive training covering research and clinical-based competencies to improve pre-eclampsia management. Considering the pivotal role of Ghanaian midwives in safeguarding maternal well-being, there is a compelling need to enhance the calibre of midwifery services. These findings can guide stakeholders in countries with comparable healthcare contexts in creating effective, resource-efficient training programs that avoid counterproductivity, ultimately supporting national initiatives to enhance pre-eclampsia management and the quality of care.

This study aims to figure out how workplace changes and new skills affect the training needs assessment of public sector officials in Bangladesh at the time of the post-pandemic era. A total of 408 valid responses were obtained from public officials in Bangladesh. Researchers measured the training needs of Bangladeshi public sector officials in the post-pandemic era by examining workplace changes and new knowledge and skills. Stakeholders will have the opportunity to assess their training needs and gain insight into the evolving workplace and emerging skills required for the post-COVID period, which is crucial for public-sector employees in Bangladesh. An SEM (Structural Equation Model) model was formulated for EFA (Exploratory Factor Analysis), where post pandemic training needs assessment is evaluated by using two independent variables that are workplace change and emerging skills to support the robustness of the findings by ensuring the validity and reliability of the research model. The research results indicate that workplace changes and new knowledge and skills have a significant impact on the training needs assessment of Bangladesh’s public sector. Furthermore, the research provides insight into the critical need to include training programs that focus on these essential competencies to ensure a successful transition to the post-pandemic era.

Nursing services are expected to be dynamic in response to changing health care needs. This expectation requires the purposeful and effective development of nursing workforce capability through continuing professional development (CPD). An evidence based approach to training needs analysis (TNA) is a highly recommended yet often missing first step in designing a CPD strategy for service improvement. This study used the Hicks-Hennessey questionnaire, a validated TNA tool to inform regional educational commissioning to meet the aims of a community social sector trial (SST) project. The SST objectives were to improve access to appropriate primary care through reducing Ambulatory Sensitive Hospitalisations and Emergency Department attendances among people aged 0–74 years. Using a descriptive research approach with the Hicks-Hennessey questionnaire, ten priority training needs were identified by regional primary health care nurses to inform the design of a purposeful educational response and hence support an enhanced model of care. •Continuing professional development (CPD) remains critical for a responsive quality nursing service.•A training needs analysis is a recommended yet often missing first step in designing a CPD strategy.•Using a globally validated tool supports an evidenced based approach to nursing education practice.

A Practical Guide to Needs Assessment, Third Edition For fifteen years, A Practical Guide to Needs Assessment has been the go-to text for those who are seeking useful, systematic approaches to needs assessment. Needs assessment is the first step in training, performance improvement, and community development projects. This thoroughly revised and updated edition contains a treasury of resources including a toolkit of ready-to-use templates and job aids that you can customize for your own use. Illustrative case studies and tips show how to assess needs for individuals, teams, organizations, government agencies, and communities. This book combines a how-to text and reference tool for trainers, performance improvement professionals, and students. Managers and community leaders use it to get to the root of their learning and performance problems, make effective decisions, and obtain support for their most pressing issues. Updates to the third edition include: * Links to online resources, including a needs assessment book that you can download for free, ethical guidelines, and vendors who assess individual, group and organizational needs. * A new chapter on the complex needs assessment approach with new toolkit forms. * A summary of the recent advances in our knowledge about learning, training, and performance that you can use to quickly prepare for client meetings. * Guidelines on workforce surveys, such as employee engagement surveys. * An Instructor's Guide that contains discussion questions, assessments materials, and new exercises for each chapter. You can use this book to quickly access up-to-date information on the fundamentals of needs assessment including current models, theories, and resources. You can also learn how to manage and report a needs assessment project and access professional ethical guidelines. Learn five approaches to needs assessment: knowledge and skills analysis, job and task analysis, competency-based needs assessment, strategic needs assessment, and complex needs assessment.

Purpose Examining the education and training needs of forensic nurses is paramount as services move from the older institutions to new care settings. The purpose of this study was to identify Irish Forensic nurses perceived deficits in their knowledge and skills to assist them to provide effective seamless care for individuals with an intellectual disability within their forensic mental health service, so that appropriate training could be provided. Design/methodology/approach Training needs analysis (TNA) procedures are used as a way of establishing the continuing processional development of staff, as they seek to identify the gaps between the knowledge and skills of an individual and the need for further training. A training needs tool developed by Hicks and Hennessy (2011) was used and completed by nurses working in an Irish forensic mental health service. A total of 140 surveys were circulated and 74 were completed (51 per cent response). Findings The top priority training needs identified were for additional training in research and audit and in the use of technology. Other self-identified training needs included additional training in behavioural management for challenging behaviour, understanding mental health and intellectual disability and dual diagnosis, training in enhancing communication skills and how to work with patients who have an intellectual disability patients specific training on autistic spectrum disorders and a guide and template for advance individual care planning and for caring for the physical health needs and promoting the physical health needs of these patients. Originality/value Despite there being a vast range of training issues identified, the majority of nurses appear to have a clear idea of their training needs to ensure the provision of seamless care for individuals with an intellectual disability within a forensic mental health setting. This TNA has identified the specific needs of nursing staff working at different positions across the interface of intellectual disability and forensic mental health care.

Purpose This paper aims to show the advantages that social marketing training programs for disability professionals can play in improving the approach to the problems faced by people with disabilities, offering a necessary mutual understanding between both sectors. So, describing what are the training needs in social marketing expressed by disability professionals and providing an initial shared theoretical framework of both fields that could contribute to implementing social marketing strategies in the field of disability as an inducer of quality of life. Design/methodology/approach This is a mixed-method approach combining: a quantitative analysis with a web-based self-administered questionnaire completed in six European countries and a qualitative analysis: interviews to experts pre and post questionnaire. Findings Quantitative data has identified that: front-line professionals working directly with people with disabilities have high social marketing training needs; these needs are mostly related to the assessment and modification of clients’ behavior and the development of interventions according to the concept of value co-creation. Qualitative data has shown that: both fields share some similar theoretical frameworks. Therefore, it is stated that social marketing has the potential to be better implemented in the disability field. Research limitations/implications Considering public policy; stigma and discrimination; regulations; other models and improving the sampling method. Originality/value Sharing theoretical framework of both fields, social marketing strategies into the disability field as an inductor for quality of life. No research has analyzed the needs of disability professionals when they have to face a problem and find a solution that social marketing strategies could offer into the disability field.

PurposeResearchers’ competencies are directly related to the quality and effectiveness of the research they produce. However, training opportunities for education and conducting research seem to be limited for the growing research culture in Pakistan. The purpose of this study is to assess the research-related training needs of postgraduate researchers (PGRs) of Pakistan.Design/methodology/approachA quantitative research approach was used to conduct the study using a questionnaire. Non-random sampling technique was used to collect the data from the postgraduate (MPhil/MS and PhD) researchers enrolled in the two well renowned Pakistani Universities.FindingsResults of the study confirmed that PGRs were interested in developing their skills in various areas of a research project such as topic selection, research design and use of data analysis software. Findings also highlighted that respondents were interested in learning reference management tools for citing and managing the sources of information in their research work.Originality/valueThis is the first study, which investigated the training needs assessment of PGRs enrolled in two major Pakistani universities. The results may help in designing training programs, promoting a conducive research culture in the country and improving the quality of research being produced. This study provided a framework likely to be beneficial for quality enhancement cells, universities and organizations in organizing effective research training and development programs for researchers of Pakistan.