6. Consulting the Knowledge Base

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The training programme takes into account up-to-date scientific evidence and ethnographic information, drawing from a variety of methods, including epidemiology and social sciences, for identifying action strategies.

 

What this criterion means for care professionals

 

In initial and continuing training, students need to learn how to read and analyse scientific articles and the principles of translating knowledge into practice. They must acquire methods for accessing and updating their knowledge, skills and professional knowledge. Empirical based knowledge allows more informed dialogue between the different actors and the different professions involved. Quality mental health promotion needs access to different types of data and knowledge: (1) quantitative data concerning problems, needs and determinants of good health and good mental health (e.g. prevalence, extent of needs/ problems/population groups or individuals concerned) and indicators of intensity and urgency, (2) qualitative analyses of descriptions and definitions of the problem/needs/projects based on the narratives of stakeholders, community members, or people with experience of the problem, (3) knowledge of methods of involving users in the research process and the importance of knowledge and expertise of users.

 

What this criterion means for initial training

 

Training should include information about different methods for accessing information and recognising reliable information, with the objective of learning how to use the literature to build evidence-based projects on mental health promotion.

 

Ideas for training modules/exercises

• Include a module on research methods and research literature in health promotion.

• Include a training module on translating the knowledge base into action: learning how to use the literature to build evidence-based projects on health promotion.

• Introduce an e-learning module with access to the scientific and professional literature so that participants become accustomed to using a knowledge base via the same method (e-learning) they will use later on in their careers.

• Provide directories of specialized magazines and websites through which they can update their knowledge on health promotion and on how programs are being implemented in other countries.

 

Illustrate how this criterion could be respected for continuous training

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Most healthcare professionals generally acquire knowledge of databases and scientific search engines in their particular professional area during their undergraduate training. In order to develop actions in the field of mental health promotion, it will be necessary to develop skills in accessing knowledge from other professional and scientific areas such as sociology and ecology. Furthermore, in continuous training, many participants will need to update their knowledge about how to access information on effective mental health promotion in these different domains and how to use this data to build projects.

 

Ideas for training modules/exercises

• Evaluate the awareness of participants concerning e-learning techniques. After training, provide distance e-learning with access to the latest knowledge and research methods.

 

Consult the following Resource Kit for further information, relevant legal and policy texts, and examples of posters, slides and training programmes that respect this criterion:

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