Effectiveness of Hybrid Learning Mode of Volunteer Training

Study Overview
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Brief Summary
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As the effectiveness of the hybrid volunteer training in Hong Kong is under-studied, this experimental study aims to develop a hybrid learning mode of volunteer training that increase volunteering-related self-efficacy and its associated outcomes among volunteer. In particular, this study compares the efficacy of hybrid volunteer training with the wait-list control group. The volunteer training will consist of a 6-module online course, followed by 5 face-to-face courses. Each module will consist of the key volunteer training component presented in in written or video format. Materials will be presented interactively to facilitate engagement.

Detailed Description
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Mental illness poses a challenge to public mental health services because of its high prevalence, symptom chronicity, and impacts on patients and society. Although there is a huge amount of need to serve people with mental illness, there is insufficient manpower. There is much empirical evidence to support the volunteer programs for people with mental illness. However, the literature on hybrid volunteer training is mainly focused on teaching and learning in education, and the effectiveness of the hybrid volunteer training in Hong Kong is under-studied. Therefore, The present study aims to compare the efficacy of hybrid volunteer training with the wait-list control group. We hypothesize that (1) participants who receive hybrid volunteer training will increase their self-efficacy of volunteering after the intervention as compared with the wait-list controls; (2) participants from hybrid volunteer training will have better mental health knowledge and less mental health-related stigmatized beliefs and behavior after the intervention as compared with the wait-list controls. The volunteer training will consist of a 6-module online course, followed by 5 face-to-face courses, incorporating the key volunteer training components, including Keyes theory, bio-psycho-social model, stress bucket model, recovery model and CHIME model. Each module will consist of the key volunteer training component presented in in written or video format. Materials will be presented interactively to facilitate engagement.

Official Title
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Effectiveness of Hybrid Learning Mode of Volunteer Training: A Randomized Controlled Trial

Conditions
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Healthy Volunteer

Intervention / Treatment
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* Behavioral: Hybrid volunteer training programme


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Hong Kong residents Age ≥18 years Willing to participate in volunteer service Being able to read Chinese Have a computer, tablet and/or smartphone device with Internet access Have a regular email address Willing to give informed consent and comply with the trial protocol Exclusion Criteria: Unable to communicate with Cantonese.

Ages Eligible for Study
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Minimum Age: 18 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Health Services Research
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Double


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Treatment group<br>Participants in the treatment condition start the online volunteer training immediately after randomization and completed the online module within 2-week. Then they are invited to attend the face-to-face training within 1-week. They will complete the post-intervention assessment right after they finish the face-to-face training, and be invited to participate in an interview. | Behavioral: Hybrid volunteer training programme<br>* The volunteer training will consist of a 6-module online course, followed by 5 face-to-face courses, incorporating the key volunteer training components, including Keyes theory, bio-psycho-social model, stress bucket model, recovery model and CHIME model.<br>|
| No Intervention: Wait-list control group<br>Participants in the waitlist control group will wait for 4 weeks without the training and then complete the post-intervention assessment. The waitlist control participants will start training (equivalent to that of the treatment group) immediately after completing the post-intervention assessment. | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change from Baseline Assessment in Self-Efficacy Towards Service on the Self-Efficacy Towards Service (SETS) Scale at Post-intervention Assessment and Follow-up Assessment | The SETS scale assess the change in a 5-point Likert scale, ranging from strongly disagree (1) to strongly agree (5). | Before intervention, Immediately after intervention, and 4 weeks after intervention | 
| Change from Baseline Assessment in Mental Health-related Knowledge on the Mental Health Knowledge Schedule (MAKS) at Post-intervention Assessment and Follow-up Assessment | The MAKS assess the change in a 5-point Likert scale, ranging from strongly disagree (1) to strongly agree (5). | Before intervention and Immediately after intervention, and 4 weeks after intervention | 
| Change from Baseline Assessment in Views of Empowerment on the Empowerment Scale at Post-intervention Assessment and Follow-up Assessment | The Empowerment Scale assess the change in a 9-point scale of agreement, ranging from strongly disagree (1) to strongly agree (9). | Before intervention and Immediately after intervention, and 4 weeks after intervention | 
| Change from Baseline Assessment in View of Recovery on the Recovery Scale at Post-intervention Assessment and Follow-up Assessment | The Recovery Scale assess the change in a 9-point scale of agreement, ranging from strongly disagree (1) to strongly agree (9). | Before intervention and Immediately after intervention, and 4 weeks after intervention | 
| Change from Baseline Assessment in Mental Health-related Behaviors on the Intended Behaviour subscale of the Reported and Intended Behaviour Scale (RIBS) at Post-intervention Assessment and Follow-up Assessment | The RIBS assess the change in a 5-point Likert scale, ranging from strongly disagree to engage in the stated behavior (1) to strongly agree with engaging in the stated behavior (5). | Before intervention and Immediately after intervention, and 4 weeks after intervention | 
| Change from Baseline Assessment in Public Attitudes Toward Mental Illness on the Stigma and Acceptance Scale at Post-intervention Assessment and Follow-up Assessment | The Stigma and Acceptance Scale assess the change in a 6-point Likert scale, ranging from strongly disagree (1) to strongly agree (6). | Before intervention and Immediately after intervention, and 4 weeks after intervention | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change from Baseline Assessment in Psychological Wellbeing on the World Health Organisation-Five Well-Being Index (WHO-5) at Post-intervention Assessment and Follow-up Assessment | The WHO-5 assess the change in a 6-point Likert scale, ranging from at no time (1) to all of the time (6). | Before intervention and Immediately after intervention, and 4 weeks after intervention | 
| Change from Baseline Assessment in Anxiety Symptom on the General Anxiety Disorder-7 (GAD-7) at Post-intervention Assessment and Follow-up Assessment | The GAD-7 assess the change in a 4-point Likert scale, ranging from not at all (0) to nearly every day (3). | Before intervention and Immediately after intervention and 4 weeks after intervention | 
| Change from Baseline Assessment in Depressive Symptom on the Patient Health Questionnaire-9 (PHQ-9) at Post-intervention Assessment and Follow-up Assessment | The PHQ-9 assess the change in a 4-point Likert scale, ranging from not at all (0) to nearly every day (3). | Before intervention and Immediately after intervention, and 4 weeks after intervention | 
| Change from Baseline Assessment in Quality of Life on the Twelve-item short-form (SF-12) health survey at Post-intervention Assessment and Follow-up Assessment | The SF-12 assesses the change in a combination of 5-point and 3-point Likert scale, ranging respectively from poor/ never (1) to excellent/ very much (5), and never (1) to very much (3). | Before intervention and Immediately after intervention, and 4 weeks after intervention | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Volunteer training, Hybrid learning mode, Mental illness