Needs for capacity sharing in humanitarian assistance: Qualitative study on experiences of professional and voluntary workforce

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This study aimed to explore the perspectives of experienced professional and volunteer humanitarian workers (HWs) on the essential skill sets required for capacity sharing among populations affected by natural disasters. Using purposive sampling, 14 semi-structured interviews were conducted between 2015 and August 2020 with national and international HWs who had worked with flood- and drought-affected communities in Kenya. Thematic analysis of the data revealed five key themes: (1) human- and beneficiary-oriented working methods, (2) coping strategies aligned with ethical norms, (3) essential skills for professional practice, (4) religious and cultural literacy, and (5) effective communication skills. These findings provide valuable insights for the development of targeted educational and training programs for newly recruited HWs, and volunteers engaged in humanitarian assistance in Kenya and elsewhere, particularly in flood- and drought-affected regions. Humanitarian workers volunteers humanitarian assistance Triple Nexus Approach emergency relief development cooperation skills capacity sharing health promotion Kenya Introduction The global demand for humanitarian assistance—encompassing both emergency relief and development cooperation—is steadily increasing. In 2024, nearly 300 million people required humanitarian assistance due to armed conflicts, the effects of climate change, and economic instability (OCHA 2023). Ongoing crises, such as the wars in Ukraine and the recent escalation in Gaza, have led to widespread displacement. Simultaneously, the Horn of Africa has experienced a historic drought, while numerous countries worldwide are grappling with severe flooding. Both human-induced and natural disasters continue to have far-reaching impacts on global societies. The exact number of humanitarian workers (hereafter HWs) remains unknown; however, it is estimated that over 630,000 international and national HWs operate in crisis-affected countries, with more than 90% being nationals of the respective countries (ALNAP 2022 ). As demonstrated during the crisis in Ukraine, the role of spontaneous volunteers, community networks, and neighbours has become increasingly significant in supporting and funding frontline responses alongside professional HWs (Alexander & Loy 2023 ). In many cases, locally engaged staff are the first to respond, with international non-governmental organization (INGO) personnel arriving later (Clarke et al. 2019 ). Furthermore, in development cooperation, the success of efforts to address structural challenges heavily depends on meaningful local participation in both the design and implementation of interventions (Humanitarian Action 2023 ). The Triple Nexus approach offers a strategic framework for addressing the multifaceted challenges present in fragile and disaster-affected settings. By aligning humanitarian assistance with long-term development goals and peacebuilding efforts, this approach seeks to create more sustainable and resilient outcomes for communities in crisis. Rather than treating emergency responses, development cooperation, and peace negations as separate domains, the Triple Nexus emphasizes their interdependence. The Nexus promotes coordinated planning and implementation that responds to both immediate needs and the root causes of long-term instability. This integrated model is particularly relevant in contexts where recurring crises and protracted conflicts demand more than short-term solutions. By bridging the gap between urgent humanitarian action and long-term development and peace strategies, the Triple Nexus approach aims to deliver more coherent, effective, and sustainable responses to complex crises. (Finn Church Aid [FCA] 2023; Center for Strategic & International Studies [CSIS] n.d.) The discourse on the nexus between emergency relief, development cooperation, and peace underscores the emergence of integrated approaches, particularly in response to protracted crises such as seasonally recurring floods and prolonged droughts (see Kaga & Nakache 2019 , Inter-Agency Standing Committee Task Team on Strengthening The Humanitarian development Nexus In Protracted Settings [IASC] n.d.; Inter-Agency Standing Committee [IASC] 2020). Immediate emergency response focuses on saving lives and reducing suffering during crises and their immediate aftermath, while development cooperation addresses long-term structural challenges—such as persistent poverty—that impede economic, social, and institutional progress. Although distinct in purpose, these two forms of aid often intersect, with many initiatives incorporating both humanitarian and developmental elements. (Humanitarian coalition n.d.) These complex challenges necessitate the coordinated involvement of all relevant actors. The disaster management cycle comprises four key phases: mitigation, preparedness, response, and recovery. Mitigation involves reducing the impact of disasters through strategies such as resilient infrastructure, policy reforms, and public education (Federal Emergency Management Agency [FEMA]. Last updated March 21, 2023.) Preparedness refers to the development of capabilities to anticipate and manage disasters, including early warning systems, contingency planning, and resource coordination (United Nations Office for Disaster Risk Reduction [UNDRR] 2017a). Response includes immediate actions taken before, during, or after a disaster to protect lives and meet basic needs, guided by preparedness plans (United Nations Office for Disaster Risk Reduction [UNDRR] 2017b). Early Recovery (ER) is an integrated approach initiated during the humanitarian phase to bridge emergency relief and long-term development. It emphasizes resilience, local ownership, and capacity-sharing, aiming to reduce vulnerabilities and support sustainable recovery through development-oriented interventions. (United Nations Development Programme [UNDP] n.d.; United Nations Office for Disaster Risk Reduction [UNDRR] 2017c) Humanitarian assistance and development cooperation Humanitarian assistance plays a vital role in enhancing the resilience of communities affected by both sudden-onset and protracted crises. These crises are frequently exacerbated by poverty and state fragility, which are deeply interconnected and commonly observed in numerous low- and middle-income countries (World Bank 2025). These nations are characterized by relatively low gross national income (GNI) per capita. (According to the Organisation for Economic Co-operation and Development [OECD] n.d.) While the primary objective of humanitarian assistance is to save lives, it is increasingly recognized that such efforts must also support recovery and contribute to long-term development goals. Consequently, affected populations in disaster-prone areas frequently benefit from both emergency relief and development-oriented interventions. (Otto & Weingärtner 2013 ) The growing frequency and severity of climate-related shocks—such as floods and droughts—have further emphasized the need for integrated approaches that combine emergency relief with sustainable development cooperation. This has led to the emergence of the Humanitarian–Development-Peace Nexus , a concept that acknowledges the necessity of addressing vulnerabilities throughout the entire disaster cycle—before, during, and after a crisis. Aid agencies must ensure that neither immediate humanitarian response nor long-term systems development is neglected. (Fanning & Fullwood-Thomas 2019 ) In this context, humanitarian assistance is defined as emergency relief, referring to “immediate survival assistance to the victims of crisis, disaster, and violent conflict.” (Inter-agency Network for Education in Emergencies [INEE], n.d.). Development cooperation in flood- and drought-affected areas includes disaster risk reduction, climate crisis response, and the promotion of sustainable health and well-being. These approaches aim to strengthen the resilience of communities and individuals to everyday shocks, climate risks, and socio-economic disruptions (United Nations Office for Disaster Risk Reduction [UNDRR] 2020). The United Nations defines capacity building as “the process of developing and strengthening the skills, instincts, abilities, processes and resources that organizations and communities need to survive, adapt, and thrive in a fast-changing world” (United Nations [UN] n.d. This study employs the concept of capacity sharing not on the assumption that local capacities are absent or insufficient, but rather to emphasize the recognition and mutual exchange of the diverse strengths and knowledge held by local actors and affected populations. It acknowledges the existing power imbalances between international, national, and local stakeholders and actively seeks to shift power toward local communities. This approach aligns with the core principles of respect, mutual learning, and equitable partnership that underpin sustainable and inclusive humanitarian practice. (Inter-agency Network for Education in Emergencies [INEE] n.d.) In the context of disaster response, health promotion (HP) involves empowering affected communities to regain a sense of control and resilience (Jackson et al. 2017 ). According to the World Health Organization (n.d.), HP is defined as “the process of enabling people to increase control over, and to improve, their health.” This approach has demonstrated value in natural disaster management, where health promotion strategies contribute to recovery by fostering inclusive decision-making, mobilizing local assets, and integrating trusted community structures into response efforts. Development cooperation plays a critical role in supporting these efforts by facilitating resource sharing, technical assistance, and long-term partnerships that strengthen local capacities. Central to this framework are collaboration, capacity-building—such as through the dissemination of information and active advocacy—and the recognition and respect of local knowledge as a foundation for sustainable well-being (Jackson et al. 2017 ). Recurring floods and prolonged droughts not only destroy homes and livelihoods but also exacerbate social inequalities and increase vulnerability, including displacement (Veenema et al.,2017). However, not all affected individuals choose to relocate. Many prefer to remain on ancestral lands and seek to enhance their capacity-building skills and promote health and well-being within their communities. Social support and targeted interventions are recognized as critical components of post-disaster recovery (Zhong et al. 2018 ; Veenema et al. 2017 ). Especially in Africa, the frequency and intensity of droughts have increased. Food insecurity is caused by the abnormal vegetation growth, lowered the productivity of the crops and growth rates of livestock in pastoral communities. The drought impacts to humans’ health are nutrition-related effects and airborne, water- and dust-related and vector-borne diseases the effects of migration and damage to infrastructure. (Asmall et al. 2021 ; Stanke et al. 2013 ) People can experience mental health impacts from drought and psychological well-being is in danger when the livelihood and agriculture depend on the rainfall (Asmall et al. 2021 ; Stanke et al. 2013 ). This study is part of a broader research initiative examining the skills of both professional and volunteer HWs in capacity sharing, with a particular focus on health promotion in regions experiencing flood and drought. It explores the perspectives of national and international HWs on the essential skill sets for effective collaboration and health advocacy among communities impacted by extreme weather events, specifically in Kenya. The central research question guiding this study is: What skill sets are essential for capacity sharing and health promotion among victims of floods and droughts? Methodology This qualitative study, conducted between November 2015 and August 2020, aimed to explore the perspectives of experienced humanitarian workers (HWs) on the skill sets required for capacity sharing among victims of natural disasters in Kenya. Previous research has emphasized the importance of education and training for HWs in such contexts (Bahattab et al. 2024 ; Clarke et al. 2019 ; Jackson et al. 2017 ; Malilay et al. 2014 ). A qualitative approach using semi-structured interviews was selected to gain an in-depth understanding of the phenomenon from the perspective of those directly involved (Vaismoradi et al. 2013 ). The objective is to provide comprehensive information on the skill set required to enhance capacity and promote the health and well-being of populations residing in regions affected by floods and droughts. Participants The inclusion criteria comprised HWs who are currently working or have previously worked in emergency relief or development cooperation with communities affected by floods and droughts in Kenya. Participants with relevant experiential knowledge were identified through purposive sampling (Klar & Leeper 2019 ; Etikan 2016). The lead author (JT) initially contacted two Kenyan key informants with extensive experience working with flood-affected (WO) and drought-affected (TC) communities. These informants, along with the author, then reached out to HWs who had served either as salaried staff or volunteers through international non-governmental organizations (INGOs) and/or local non-governmental organizations (NGOs) in Kenya. A total of 14 experienced healthcare workers were interviewed, all of whom had substantial experience in emergency relief and/or development cooperation in flood- and drought-affected communities in Kenya. Data saturation was achieved, as participants reported shared experiences that revealed consistent and meaningful themes. The sample included individuals in a range of roles, ensuring a diversity of experiences and perspectives. Ten participants were Kenyan nationals and four were Finnish. The group comprised eight women and six men, all with a minimum of five years of experience in emergency relief or development cooperation work. Six participants had worked in 11 countries outside Kenya, including locations in Africa, Asia, Europe, and North America. Of the 14 participants, four were volunteers affiliated with NGOs, while ten were employed by organizations with mandates in emergency relief or development cooperation. Educational backgrounds varied: seven held master’s or doctoral degrees, four had bachelor’s degrees, and three had other forms of professional education. All participants had completed multiple short courses and training provided by their employers. Interviews were conducted by the lead author in either English (n = 11) or Finnish (n = 3), depending on the participant’s preference. Although three of the interviewees responded in Finnish, all questions were consistently posed in English. As English is the working language of all participants, there was no need to translate the questions into Finnish. The author (JT) translated the participants’ responses into English, a process that may have affected the accuracy, authenticity, or interpretation of the data presented in this paper. Twelve interviews were conducted in Kenya and two in Finland. Due to COVID-19 restrictions, one interview was conducted remotely via Microsoft Teams. Data Analysis Thematic analysis (TA) is a method used to systematically identify, organize, and interpret patterns of meaning—referred to as themes—across a dataset. By focusing on meaning at the level of the entire dataset, TA enables researchers to explore and understand shared or collective experiences and interpretations. The method does not prioritize the identification of unique or individual meanings that appear in only a single data item. Instead, TA is concerned with uncovering commonalities in how a topic is discussed or represented, helping to make sense of these shared patterns. (Braun & Clarke, 2012 , p. 2) It was chosen as the method of analysis because it gives voice to the experiences and perceptions of experienced HWs related to practical work skills. The data analysis was conducted by JT, and the thematic framework was discussed collaboratively with IK. A thematic analysis was conducted following Braun and Clarke’s ( 2006 , 2012 , 2022 , 2023 ) six-phase framework to identify, analyze, and report patterns within the data. The analysis began with verbatim transcription of the recorded interviews and familiarization with the data. As noted by Bird ( 2005 ), transcription is a critical phase in qualitative analysis, as it immerses the researcher in the data and initiates the analytical process. In this study, transcription was occasionally challenged by poor audio quality, as most interviews were conducted outdoors. Recordings were made using both a digital sound recorder and a 5th-generation iPad to ensure data capture. The second phase involved generating initial codes. The transcripts were systematically coded using a table developed with Microsoft 365 software. Codes were assigned to meaningful segments of text that were relevant to the research question, such as 'skills,' 'capacity sharing,' and 'health promotion.' In the third phase, these codes were grouped into sub-themes (see Table 1 ). For instance, codes related to understanding the importance of listening or the impact of harsh language were clustered under the sub-theme 'listening skills with affected people.' Table 1 Thematic summary of the findings. THEMES SUB-THEMES Human and beneficiary-oriented working methods A humanistic and appreciative approach Emotion regulation Social competence Trust building skills Ethical conduct Coping strategies in relation to the prevailing ethical norms Safe and protective working methods Safety protocols and appropriate gears Coping methods with emotional stress Ethical sensitivity and interpersonal skills The skill set essential for professional practice Understanding the local power structure Assessment skills Analytical and contextual solutions Capacity-sharing and health education Religious and cultural literacy Household Structures and Social Dynamics Know local religious beliefs Understand traditional and emerging religions impact to lifestyle understand the health-related restrictions imposed by religions Good communication skills Communication skills in Humanitarian assistance Negotiation skills Emotional communication skills Mentoring and Emotional support Listening skills with affected people Effective writing and documentation skills The fourth phase focused on reviewing and refining the accuracy of the themes to ensure they were well represented in the data. In the fifth phase, each theme was clearly defined and organized into a table, with names that captured their core essence. The final themes included: Human and beneficiary-oriented working methods Coping strategies in relation to the prevailing ethical norms The skills and competencies essential for professional practice Religious and cultural literacy Good communication skills The final analysis was in phase six with illustrative quotes from participants to support each theme. The responses were anonymized using specific methods, and anonymized identifiers (e.g., IDI, No. XX) are shown in the quotations. Themes provided a rich understanding of the skill set experienced by HWs in disaster-affected regions. Ethical approval The ethical clearance to conduct the research was obtained from the Research and ethical committee of the University of Eastern Africa, Baraton (NACOSTI/NBC/AC-01913). Written and verbal informed consent and permission to record the interviews were sought from each participant. In addition, participants were informed that they could pause or withdraw from the interview at any time. The principles in the Declaration of Helsinki were observed in all stages of the study. (World Medical Association [WMA] 2024) Findings The findings of the study were organized under five themes: Human and beneficiary-oriented working methods, coping strategies in prevailing ethical norms, the skill set essential for professional norms, religious and cultural literacy and good communication skills (Table 1.) Table 1. Thematic summary of the findings. THEMES SUB-THEMES Human and beneficiary-oriented working methods A humanistic and appreciative approach Emotion regulation Social competence Trust building skills Ethical conduct Coping strategies in relation to the prevailing ethical norms Safe and protective working methods Safety protocols and appropriate gears Coping methods with emotional stress Ethical sensitivity and interpersonal skills The skill set essential for professional practice Understanding the local power structure Assessment skills Analytical and contextual solutions Capacity-sharing and health education Religious and cultural literacy Household Structures and Social Dynamics Know local religious beliefs Understand traditional and emerging religions impact to lifestyle understand the health-related restrictions imposed by religions Good communication skills Communication skills in Humanitarian assistance Negotiation skills Emotional communication skills Mentoring and Emotional support Listening skills with affected people Effective writing and documentation skills Theme 1: Human and beneficiary-oriented working methods Participants emphasized the importance of adopting a human-centred and beneficiary-focused approach, particularly in challenging contexts where populations exposed to natural hazards—such as floods and droughts—face both emergency relief needs and long-term recovery challenges. A humanistic and appreciative approach was described as one that embodies respect, non-discrimination, patience, and kindness toward affected individuals. As one noted: `Yeah. You have to be patient with them. You have to be kind to them. You have to talk with the person in a good way. Don't be harsh, don't be lecturing. Let it be a bit interactive. Go down to their level` (IDI, No.5) Some participants noted that while HWs should prioritize the needs of the community, they should avoid excessive emotional involvement or overt sympathy. Social competence was also highlighted as essential, alongside the ability to make quick decisions, adapt flexibly to changing circumstances, and manage interpersonal conflicts without fear. ` I'd like to emphasize that in many of these things, food security is like one aspect, but in a way, the other aspect is the management of conflicts between people. The big question is that now that we have the situation that climate change is going to change those traditional natural cycles like that but then it can't escalate into this kind of conflict. ` (IDI, No.4) Furthermore, participants stressed that HWs must build trust within the community by adhering to ethical standards—rejecting bribes and avoiding any form of discrimination based on region, tribe, or gender. Theme 2: Coping strategies in relation to the prevailing ethical norms HWs operate in diverse, unpredictable, and high-risk environments, particularly during disaster response missions. Such conditions pose substantial challenges to both their personal safety and the overall effectiveness of their operations. In these volatile contexts, ensuring the security and well-being of aid personnel is a critical operational priority. For instance, flood-affected areas present specific hazards, including the presence of water snakes, which heighten the risk of injury or illness. Consequently, the use of appropriate protective gear is essential to mitigate these dangers and support safe and effective humanitarian engagement. In addition to safety and protection challenges, it was strongly emphasized that HWs frequently encounter ethical dilemmas and experience moral distress. These ethical challenges may stem from the disparity between the number of people in need and the limited resources available for distribution, or from the complexities involved in assessing beneficiaries' needs. `When you find them who are affected by drought, people who haven’t had food for months and months, you feel it also. When we reach a relief situation, most people run away. But you are running towards them. So, you are always exposed to the suffering of these people. So, it is challenging in that there is always a risk of carrying that burden with you, psychologically. ` (IDI, No.6) Additional ethical issues may arise during community engagement, the distribution process, or within the team dynamics. HWs must possess the skills to navigate these challenges, engage in reflective discussions with team members, and develop personal coping strategies. Therefore, it is essential for HWs to adopt methods that mitigate moral distress, which can lead to professional dissatisfaction and potentially compromise relationships with both beneficiaries and colleagues. Participants also highlighted the diverse personal coping mechanisms HWs employ in difficult situations. The role of the employer in providing adequate support was seen as crucial. Moreover, the guidance and mentorship offered by more experienced staff members were considered important in helping new employees acclimate to fieldwork. As one participant noted: `you see a lot of aid workers trying to find an escape either through alcohol or through relationships or having a lot of horror. ` (IDI, No.10) Theme 3 : The skill set essential for professional practice Participants emphasized that, prior to entering a particular community, HWs must understand the local power dynamics. Entry into the community should be granted with the permission and blessing of the chief or village elders, as gaining the trust of the community is essential. Furthermore, it is important that the community is informed about the organization’s mandate and the objectives of the assistance work. This transparency not only fosters trust but also contributes to the safety and security of the HWs. `Understand the culture of the community and know how to connect with them, how get the trust of the community and when you have that everything comes smooth for you` (IDI, No.12) Assessment and analytical skills were strongly emphasized by participants. However, they noted that the assessment of needs and data collection processes should not be conducted without the active participation of the community. It is essential that all community members are heard, in order to address their diverse needs and ensure that the support provided is relevant and inclusive. `don't only support them like commodities but also capture the psychosocial needs of that person who might not present that talk but it is coming out with the emotions` (IDI, No. 8) Analytical skills were also described as essential in the process of developing solutions following the collection and analysis of assessment data. Participants emphasized that solutions must be formulated based on the findings and disseminated to all relevant stakeholders, including the community itself. Several participants highlighted the importance of ensuring that these solutions are grounded in the local context. As one participant expressed: `must see the local reality, and not go out to offer any Western solutions, contextual solutions ` (IDI, No.8) This theme also encompasses the importance of responding to the analysed needs of the community by building and strengthening their capacity. This includes sensitizing community members to distributed items that may be unfamiliar or whose purpose may not be immediately clear to the beneficiaries. As participants noted: `Proper use of nets, and we teach the community on the issues of misuse of those nets but sometimes we find they are being used to house the chickens`(IDI, No.7) Capacity sharing includes educating communities on topics that promote health and well-being, and that help reduce the incidence of communicable and non-communicable diseases during both disaster situations and normal times. This education may involve, for example, teaching individuals how to protect themselves from mosquito bites to prevent malaria. It may also include guidance on preventing communicable diseases by boiling water or providing basic first aid training. As one participant noted, it can also involve preparing community members to be more skilled in delivering psychological first aid. `we encourage them skilled and if it is not physical first aid it´s psychosocial first aid to individual` (IDI, No.7) Theme 4: Religious and cultural literacy In this study, knowledge related to culture and religion is combined under the theme of cultural and religious literacy , as these aspects are closely intertwined in the region where the research was conducted. Both culture and religion play a pivotal role in shaping community dynamics during routine circumstances as well as throughout all phases of disaster response and recovery. The findings indicate that the religious background of HWs was not considered relevant by participants. However, HW’s personal attitudes and respect toward beneficiaries and their religious beliefs were viewed as important. As one participant noted: ´you must know community´s religious beliefs such as death and the opportunity for relatives to say goodbye and take a relative on a journey into eternity´(IDI, No.4) HWs are expected to be familiar with the predominant local religions—both traditional and emerging—and to understand how these belief systems influence community and family lifestyles and practices. In this study, traditional lifestyle refers to a commonly accepted way of living within the community, shaped by historical experiences and the ongoing practice of cultural and religious norms. This includes important religiously influenced constraints and prescriptions related to health and well-being. As one participant noted: `Religious beliefs such as death and the opportunity for relatives to say goodbye and take a relative on a journey into eternity` (IDI, No.4) Participants emphasized the importance of providing trustworthy health education, even when it may conflict with religious teachings. Some religions impose restrictions on health education topics such as immunization, family planning, or the prevention of sexually transmitted diseases. Addressing these challenges requires culturally sensitive yet evidence-based communication strategies. `You talk about condoms and the people, they rise from the meeting, and they go. Cos it's like something very bad` (IDI, No.7) Most participants emphasized the importance of understanding both the community and family power structures to enable health workers (HWs) to engage with communities in a culturally appropriate manner. In addition, it is essential to comprehend the local leadership hierarchy and the appropriate forms of interaction within the community. During distribution efforts, the community should be approached through the village chief and elders. Only after receiving their permission should HWs proceed to engage with heads of households. It is also important to recognize that the concept of “family” or “household” may vary across contexts and must be understood accordingly. As one participant expressed: `We normally use the word household not families because you might have stayed the family definition. In African context talking about family is father and his brothers and all who are sitting in that compose with that family` (IDI, No.8) The man is traditionally the head of the family and the women, respectively, run the economy. However, household structure varies and there can be father-, mother- or child-led households. Participants pointed out that disaster, e.g., death or disease, may change the power structure in the household. For this reason, for example, a woman's social status may change. Therefore, HW must understand the traditional capacity of the community addressing with such incidences. In every community are unspoken issues. In these communities' people with disabilities are one of the unspoken topics. Therefore, it was said that HW need to observe the community and, notice those who are not presented including people with mental and physical disabilities. Theme 5: Communication skills In humanitarian assistance, the communication skills of HWs are vital. In this study, communication skills are understood to encompass both spoken and written forms, including documentation and interaction with all relevant stakeholders. These stakeholders include disaster-affected individuals, communities, peers, employers, partner organizations, national governments, and the media. Participants emphasized the importance of strong negotiation skills, particularly in peace negotiations between ethnic groups. Additionally, active listening and the ability to engage in meaningful dialogue were identified as essential components of effective communication. As one participant stated: `Some people in the community don´t need your support, they don´t need physical support, they only need emotional support, someone to listen to them` (IDI, No. 7) The importance of psychological counseling and debriefing in maintaining well-being at work was seen vital. The ability to express one's feelings was also raised. Regular mentoring was identified as an important means of supporting and enhancing the working capacity of younger health workers (HWs) with limited professional experience. Participants emphasized that open discussions about personal feelings and experiences should be encouraged within organizations and among colleagues. However, HWs may encounter emotionally challenging situations not only in their interactions with beneficiaries but also in their relationships with their co-workers. Therefore, employer´s protection and safety plan are important including safety protocols and personal safety training. As one said: ` Yes, the rules of the game are changing and some way in the cross-humanitarian principles those in most contexts are respected. There are attacks against schools, against hospitals they used to kind traditionally respected “no we don't touch those places” not anymore and different groups, radicalized groups are use the religious or the city to justified behaviour against the westerners against aid workers because they think they are presenters of certain way of thinking or certain religion. ` (IDI, No.10) It has been observed that a significant proportion of the violence experienced by HWs originates from within their own organizations, often perpetrated by colleagues. This phenomenon is frequently linked to emotional distress among staff members. Individuals struggling to manage their psychological well-being may resort to maladaptive coping mechanisms, such as substance use—including alcohol and drugs—or other harmful behaviors. These coping strategies can manifest externally, resulting in harmful actions directed toward others. This issue warrants greater attention, particularly from a mental health perspective. There is a pressing need for comprehensive support systems within humanitarian organizations. Unfortunately, a prevailing culture of silence often prevents individuals from seeking help. Many feel compelled to maintain a façade of strength, believing they must not disclose their struggles to others. This reluctance to communicate emotional difficulties can be profoundly detrimental, exacerbating mental health challenges and perpetuating a cycle of harm. One participant shared an example involving interpersonal violence between HWs: ` I follow actively Facebook groups, where HWs are talking about sexual exploitation in work. You see a lot of genders-based violence as well against HWs, particularly women within workplace itself. ` (IDI, No.10) In addition to oral communication, strong writing and documentation skills were identified as essential competencies for humanitarian workers across all phases of the disaster cycle as well as in development cooperation contexts. Effective written communication is critical not only for internal documentation but also for external engagement, including interactions with the media. Participants highlighted the importance of report-writing skills, which are frequently developed through field experience. HWs are often responsible for drafting various types of documents, such as project proposals, semi-annual and annual reports, and activity summaries. These reports serve as key tools for accountability, transparency, and strategic planning within humanitarian operations. As one participant noted: ` You develop report-writing skills in the relief world because most of the time you are writing proposals or annual reports based on the activities implemented` (IDI, no. 7). Discussion The aim of this study was to explore the perspectives of experienced humanitarian workers (HWs) on the skill sets required for capacity sharing and health promotion among natural disasters affected communities in Kenya. Five key themes were identified: 1) Human and beneficiary-oriented working methods, 2) Coping strategies in relation to the prevailing ethical norms, 3) The skill set essential for professional practice, 4) Religious and cultural literacy, and 5) Good communication skills. Previous research has underscored the critical role of education and training in preparing HWs for effective engagement in disaster-affected and resource-limited settings (Bahattab et al. 2024; Clarke et al. 2019; Jackson et al. 2017; Malilay et al. 2014). The primary objective of such training is to equip HWs with a comprehensive understanding of the practical skill sets necessary to support capacity sharing and promote the health and well-being of the populations residing in areas affected by floods and droughts. In this context, "skill set" refers specifically to the applied competencies required for fieldwork, including both technical and interpersonal abilities. These findings offer valuable insights for the development of targeted educational and training programs for newly recruited HWs, and volunteers involved in humanitarian assistance. Furthermore, they support the ongoing professional development of existing personnel by reinforcing and updating prior training. The Triple Nexus approach envisions enhanced collaboration and coordination among humanitarian action, development cooperation, and peacebuilding efforts. This integrated framework requires a multidisciplinary workforce equipped with diverse skill sets tailored to the mandates of their respective organizations. Findings suggest that humanitarian workers (HWs) must adopt human- and beneficiary-centered methods, develop effective coping strategies, and possess religious and cultural literacy to recognize and respond to the local realities in which people live. Strong communication skills are also essential. The specific competencies required for practical implementation vary depending on the organization's mandate. While many civil society actors interpret peacebuilding as a process of community-level reconciliation and social cohesion, states and donors often adopt a broader perspective that includes security, counter-terrorism, and stabilization efforts (Hövelmann 2020). In some contexts, peacebuilding may involve negotiations between tribes over scarce resources such as freshwater or grazing land for livestock and ensuring the security of local communities. Several critical concerns have been raised regarding the Triple Nexus approach. One major issue is the potential politicization of humanitarian action by peace and security actors, which could compromise the perceived neutrality and independence of humanitarian organizations, thereby limiting access to hard-to-reach areas. Additionally, integrating humanitarian efforts into broader, often state-led frameworks risks undermining humanitarian principles, particularly in contexts where the state is a party to the conflict, the United Nations is aligned with one side, or non-state armed groups control certain areas. (Hövelmann 2020) The current aid architecture remains fragmented and disincentivizing, with single funding instruments proving slow to adapt to the multi-year, transformative goals envisioned by the Triple Nexus. There is also a risk that this approach may divert attention and resources away from urgent humanitarian needs, especially in crises that are already severely underfunded. (Hövelmann 2020) This study focuses on HWs—both professionals and volunteers—with experience in emergency relief and development cooperation, particularly in response to floods and droughts in Kenya and elsewhere. Several participants have also been involved in addressing both natural and man-made disasters across multiple countries. Their experience spans both sudden-onset and protracted humanitarian crises. HWs enter the field through diverse career paths, educational backgrounds, and training programs, as reflected in the profiles of participants in this study. Despite these varied trajectories, all HWs are required to possess a broad and versatile skill set to perform effectively in complex and dynamic environments. Core competencies include communication, education, negotiation, and teamwork, which are essential for facilitating collaboration, engaging with communities, and navigating the multifaceted challenges inherent in humanitarian operations. (Clarke et al. 2019) The growing demand for humanitarian assistance underscores the need for an expanded and more skilled humanitarian workforce. Findings from this study indicate that humanitarian workers (HWs) engaged in field operations—both in emergency relief and development cooperation—often fall into either younger or older age groups, highlighting the importance of intergenerational knowledge transfer. It is therefore essential that experienced professionals actively share their practical knowledge, and skill sets with younger colleagues. This is particularly important given that younger HWs may be more vulnerable to emotional exhaustion, higher levels of depersonalization, and reduced feelings of personal accomplishment (Eriksson et al. 2009). Support from team members and supervisors is especially critical during international deployments, where the challenges of fieldwork can be intensified. In addition, broader social networks—including friends, family, neighbours, supervisors, and colleagues—can significantly influence how individuals experience and cope with trauma exposure (Quevillon et al. 2016; Kaspersen et al. 2003). Eriksson et al. (2009) further emphasize that supportive team dynamics, strong interpersonal relationships, and organizational backing contribute to the resilience of humanitarian workers, helping them manage stress and maintain psychological well-being in demanding environments. Particular attention must be directed toward local HWs, especially volunteer personnel residing in crisis-affected regions. These individuals are frequently self-selected and maintain deep-rooted connections within the communities they serve. They often share linguistic and cultural ties with the target population, which enhances their effectiveness in delivering aid (Vento & Koch 2024). However, their proximity to the crisis also exposes them to distinct emotional burdens. During emergencies, concerns for the safety and well-being of their own families can significantly heighten psychological distress. This personal dimension must be explicitly acknowledged and integrated into psychosocial support strategies. Recognizing their dual identity—as both aid providers and community members—is essential for strengthening their emotional resilience and sustaining their operational capacity in humanitarian contexts. This study highlights the critical importance of interpersonal skills in humanitarian assistance, particularly in engaging effectively with affected populations. Such interaction forms the foundation of humanitarian workers' (HWs) responsibilities. The findings underscore the necessity for a broad skill set in professional humanitarian practice, including analytical thinking and the ability to develop context-specific solutions. Cultural and religious literacy emerged as one of the essential competencies; without a deep understanding of the cultural and religious contexts of affected communities, it is not possible to design and implement solutions that genuinely enhance livelihood resilience. Effective communication—both verbal and written—is also vital for disseminating information among community members, partners, team members, and the media. Furthermore, cultural and religious literacy facilitates a more nuanced understanding of community lifestyles, enabling HWs to engage more meaningfully and respectfully. The results of this study suggest that HWs must possess a diverse range of competencies to operate effectively within the Triple Nexus approach (humanitarian-development-peace). Participants unanimously agreed on the importance of education and training throughout all phases of the disaster cycle to ensure adequate support for affected populations. Additionally, the findings of this study align with those of Gotowiec and Cantor-Graae (2017), emphasizing the critical need for HWs to be equipped with the capacity to navigate the complex ethical challenges inherent in humanitarian settings. The results underscore the importance of both formal and informal pre-deployment education and training that prepare HWs to engage effectively with affected populations and to apply essential working methods throughout the disaster cycle. Formal training provides structured knowledge and standardized practices, while informal learning—such as peer mentoring, on-the-job experiences, and reflective practice—enhances adaptability and contextual understanding. Consistent with the conclusions of Lefay et al. (2025), our findings suggest that tailored training initiatives—incorporating local expertise and addressing the specific operational realities of each mission—can significantly enhance the relevance, adaptability, and effectiveness of humanitarian interventions Methodological consideration One limitation of this study is the reliance on virtual interview conducted via Microsoft Teams. After careful deliberation among the research team, it was agreed that prioritizing access to a broad spectrum of experiences outweighed the constraints imposed by the prohibition of face-to-face interactions due to COVID-19 restrictions. Additionally, the study design presents another limitation, as it involved HWs from a range of professional roles and organizational contexts. While this diversity may obscure role-specific insights, it was intentionally employed to capture a wide array of perspectives and mitigate this limitation. Future research could benefit from focusing on distinct phases of the disaster management cycle and exploring the ethical challenges unique to each stage. Expanding the sample size and incorporating a more diverse participant pool in future qualitative studies would further enhance the depth and generalizability of findings. Conclusion This study underscores the multifaceted skill set required of humanitarian workers, particularly within the framework of the Triple Nexus approach. Effective communication, cultural and religious literacy, and individual coping strategies are essential for delivering contextually appropriate and sustainable support to affected communities. The findings highlight the importance of continuous education and training across all phases of the disaster cycle to enhance the capacity of humanitarian professionals and ensure resilient, community-centred responses. Strengths and Limitations This qualitative study was conducted among experienced HWs, all of whom had worked in Kenya and elsewhere with communities affected by floods and droughts, and each possessed a minimum of five years of professional experience. Although the number of participants was relatively small, data saturation was achieved, allowing the study to effectively address the research question. In addition, the findings provide valuable insights into the skill set required by HWs in their work, as well as the types of training that should be offered to support their professional development. Participants included both national and international professionals and volunteers. Despite their diverse backgrounds, their experiences and perceptions regarding the competencies needed for capacity sharing and health promotion were consistent. Therefore, while the findings cannot be generalized to all HWs, they do reflect the perspectives of the informants who participated in the study. All interviews were conducted at locations chosen by the participants. Most took place at the participants’ workplaces, with two held in restaurants and one at a participant’s home. One interview was conducted via Microsoft Teams due to COVID-19 restrictions. All interview questions were asked in English; however, participants were free to respond in the language (English, Finnish) of their choice. The author (JT) translated the responses into English, which may have slightly affected the accuracy and authenticity of the data. Declarations Funding This project has received Travel Grant to Kenya from the University of Tampere, School of Public Health, Doctoral Programs, Finland. Author Contribution Jaana Tilli wrote the main manuscript text. All writers reviewed and edited the text. Acknowledgement We thank the anonymous reviewers for their comments. Thank you Librarian Ms. Marketta Fredriksson for your help with referencing. Mr. Thomas Chikichik and Mr. Wyckliffe Osumba, we appreciate your involvement in organizing the meetings in Kenya. The authors would like to express their sincere appreciation to the participants of the study References Alexander, J., & Loy, I. (2023, January 4). What’s on our aid policy radar in 2023—The issues and dilemmas shaping humanitarian policy over the next 12 months and beyond. 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Social network as a moderator in the relation between trauma exposure and trauma reaction: A survey among UN soldiers and relief workers. Scandinavian Journal of Psychology , 44 (5), 415–423. https://doi.org/10.1046/j.1467-9450.2003.00362.x Klar, S., & Leeper, T. J. (2019). Identities and intersectionality: A case for purposive sampling in survey-experimental research. In P. J. Lavrakas, M. W. Traugott, C. Kennedy, A. L. Holbrook, E. D. de Leeuw, & B. T. West (Eds.), Experimental methods in survey research: Techniques that combine random sampling with random assignment (pp. 552–573). John Wiley & Sons. Lefay, G., Therriault, P.-Y., & Delgoulet, C. (2025). Transmission in interprofessional humanitarian teamwork: A scoping review. Journal of International Humanitarian Action , 10 (3). https://doi.org/10.1186/s41018-025-00166-z Malilay, J., Heumann, M., Perrotta, D., Wolkin, A. F., Schnall, A. H., Podgornik, M. N., Cruz, M. A., Horney, J. A., Zane, D., Roisman, R., Greenspan, J. R., Thoroughman, D., Anderson, H. A., Wells, E. V., & Simms, E. F. (2014). The Role of Applied Epidemiology Methods in the Disaster Management Cycle. American Journal of Public Health , 104 (11), 2092–2102. https://doi.org/10.2105/AJPH.2014.302010 OCHA United Nations Office for the Coordination of Humanitarian Affairs. (2023, December 8). Global Humanitarian Overview 2024: As local as possible—Progress in making localization in humanitarian action a reality . https://humanitarianaction.info/document/global-humanitarian-overview-2024/article/local-possible-progress-making-localization-humanitarian-action-reality Otto, R., & Weingärtner, L. (2013). IOB Study - Linking Relief and Development - More than old solutions for old problems? - Report of the Netherlands Ministry of Foreign Affairs (Rapport 380). Ministerie van Algemene Zaken. https://www.government.nl/documents/reports/2013/05/01/iob-study-linking-relief-and-development-more-than-old-solutions-for-old-problems Quevillon, R. P., Gray, B. L., Erickson, S. E., Gonzalez, E. D., & Jacobs, G. A. (2016). Helping the Helpers: Assisting Staff and Volunteer Workers Before, During, and After Disaster Relief Operations. Journal of Clinical Psychology , 72 (12), 1348–1363. https://doi.org/10.1002/jclp.22336 Stanke, C., Kerac, M., Prudhomme, C., Medlock, J., & Murray, V. (2013). Health Effects of Drought: A Systematic Review of the Evidence. PLoS Currents , 5 , ecurrents.dis.7a2cee9e980f91ad7697b570bcc4b004. https://doi.org/10.1371/currents.dis.7a2cee9e980f91ad7697b570bcc4b004 United Nations Development Programme, UNDP. (n.d.). Global Cluster for Early Recovery (GCER) . Retrieved 6 July 2025, from https://www.undp.org/geneva/global-cluster-early-recovery-gcer United Nations Office for Disaster Risk Reduction, UNDRR. (2020). Integrating disaster risk reduction and climate change adaptation in the UN Sustainable Development Cooperation Framework—Guidance note on using climate and disaster risk management to help build resilient societies . https://unsdg.un.org/resources/integrating-disaster-risk-reduction-and-climate-change-adaptation-un-sustainable United Nations Office for Disaster Risk Reduction, UNDRR. (2017a). Definition: Preparedness . The Sendai Framework Terminology on Disaster Risk Reduction. https://www.undrr.org/terminology/preparedness United Nations Office for Disaster Risk Reduction, UNDRR. (2017b). Definition: Recovery . The Sendai Framework Terminology on Disaster Risk Reduction. https://www.undrr.org/terminology/recovery United Nations Office for Disaster Risk Reduction, UNDRR. (2017c). Definition: Response . The Sendai Framework Terminology on Disaster Risk Reduction. https://www.undrr.org/terminology/response United Nations. (n.d.). Capacity-Building . United Nations - Academic Impact. Retrieved 6 July 2025, from https://www.un.org/en/academic-impact/capacity-building Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences , 15 (3), 398–405. https://doi.org/10.1111/nhs.12048 Veenema, T. G., Thornton, C. P., Lavin, R. P., Bender, A. K., Seal, S., & Corley, A. (2017). Climate Change-Related Water Disasters’ Impact on Population Health. Journal of Nursing Scholarship , 49 (6), 625–634. https://doi.org/10.1111/jnu.12328 Vento, D., & Koch, D.-J. (2024). How to care for carers: Psychosocial care for local staff of aid agencies. Disasters , 48 (4), e12642. https://doi.org/10.1111/disa.12642 World Health Organization. (n.d.). First International Conference on Health Promotion, Ottawa, 21 November 1986 . Retrieved 6 July 2025, from https://www.who.int/teams/health-promotion/enhanced-wellbeing/first-global-conference World Medical Association (WMA). (2024). WMA Declaration of Helsinki—Ethical principles for medical research involving human participants . WMA - The World Medical Association. https://www.wma.net/policies-post/wma-declaration-of-helsinki/ Zhong, S., Yang, L., Toloo, S., Wang, Z., Tong, S., Sun, X., Crompton, D., FitzGerald, G., & Huang, C. (2018). The long-term physical and psychological health impacts of flooding: A systematic mapping. Science of The Total Environment , 626 , 165–194. https://doi.org/10.1016/j.scitotenv.2018.01.041 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7145345","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":507670380,"identity":"cbdea911-6c8b-4149-8cb2-11775a2aa8d0","order_by":0,"name":"Jaana Tilli","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA2UlEQVRIiWNgGAWjYBACxgYIwcPHztj4AMjm4SNSiwEPGzNjswFICxuRVhkwsDEzsEmAOAS1MLcffvbg544/MmzMzG2VX3PsZNgYmB8+uoHPgp40c8PeM2CHtd2W3ZYMdBibsXEOXjclmEnwtkG1SG5jBmrhYZPGq6X/+TfJv1AtxZLb6onQMiPHTBpmC+PHbYeJ0fKmTFr2jDE4kKUZtx0HMgj4xbA/fZvk2x1y9vzs7Q8//txWDWQ0P3yMV0sDEoeZB0ziUQ4C8iiu/EFA9SgYBaNgFIxMAADPJj0DDnQfaAAAAABJRU5ErkJggg==","orcid":"","institution":"University of Eastern Finland","correspondingAuthor":true,"prefix":"","firstName":"Jaana","middleName":"","lastName":"Tilli","suffix":""},{"id":507670381,"identity":"f1b58a4b-8fe5-44ca-97f6-deeb73c9afe7","order_by":1,"name":"Jussi Kauhanen","email":"","orcid":"","institution":"University of Eastern Finland","correspondingAuthor":false,"prefix":"","firstName":"Jussi","middleName":"","lastName":"Kauhanen","suffix":""},{"id":507670382,"identity":"c52cd8d5-7628-4040-8594-d5e564b53e31","order_by":2,"name":"tuula Vaskilampi","email":"","orcid":"","institution":"University of Eastern Finland","correspondingAuthor":false,"prefix":"","firstName":"tuula","middleName":"","lastName":"Vaskilampi","suffix":""},{"id":507670383,"identity":"808c706e-9a87-474c-85c9-920bf1233859","order_by":3,"name":"ikali Karvinen","email":"","orcid":"","institution":"University of Eastern Finland","correspondingAuthor":false,"prefix":"","firstName":"ikali","middleName":"","lastName":"Karvinen","suffix":""}],"badges":[],"createdAt":"2025-07-17 06:08:32","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7145345/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7145345/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":99315669,"identity":"ef7ac470-1b31-4cbe-b92a-8d1fc9f467d3","added_by":"auto","created_at":"2025-12-31 16:27:14","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":595997,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7145345/v1/c8bb337a-b810-4c05-b4df-f6de3d9ae3ce.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Needs for capacity sharing in humanitarian assistance: Qualitative study on experiences of professional and voluntary workforce","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe global demand for humanitarian assistance\u0026mdash;encompassing both emergency relief and development cooperation\u0026mdash;is steadily increasing. In 2024, nearly 300\u0026nbsp;million people required humanitarian assistance due to armed conflicts, the effects of climate change, and economic instability (OCHA 2023). Ongoing crises, such as the wars in Ukraine and the recent escalation in Gaza, have led to widespread displacement. Simultaneously, the Horn of Africa has experienced a historic drought, while numerous countries worldwide are grappling with severe flooding. Both human-induced and natural disasters continue to have far-reaching impacts on global societies.\u003c/p\u003e\u003cp\u003eThe exact number of humanitarian workers (hereafter HWs) remains unknown; however, it is estimated that over 630,000 international and national HWs operate in crisis-affected countries, with more than 90% being nationals of the respective countries (ALNAP \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). As demonstrated during the crisis in Ukraine, the role of spontaneous volunteers, community networks, and neighbours has become increasingly significant in supporting and funding frontline responses alongside professional HWs (Alexander \u0026amp; Loy \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). In many cases, locally engaged staff are the first to respond, with international non-governmental organization (INGO) personnel arriving later (Clarke et al. \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Furthermore, in development cooperation, the success of efforts to address structural challenges heavily depends on meaningful local participation in both the design and implementation of interventions (Humanitarian Action \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe Triple Nexus approach offers a strategic framework for addressing the multifaceted challenges present in fragile and disaster-affected settings. By aligning humanitarian assistance with long-term development goals and peacebuilding efforts, this approach seeks to create more sustainable and resilient outcomes for communities in crisis. Rather than treating emergency responses, development cooperation, and peace negations as separate domains, the Triple Nexus emphasizes their interdependence. The Nexus promotes coordinated planning and implementation that responds to both immediate needs and the root causes of long-term instability. This integrated model is particularly relevant in contexts where recurring crises and protracted conflicts demand more than short-term solutions. By bridging the gap between urgent humanitarian action and long-term development and peace strategies, the Triple Nexus approach aims to deliver more coherent, effective, and sustainable responses to complex crises. (Finn Church Aid [FCA] 2023; Center for Strategic \u0026amp; International Studies [CSIS] n.d.)\u003c/p\u003e\u003cp\u003eThe discourse on the nexus between emergency relief, development cooperation, and peace underscores the emergence of integrated approaches, particularly in response to protracted crises such as seasonally recurring floods and prolonged droughts (see Kaga \u0026amp; Nakache \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2019\u003c/span\u003e, Inter-Agency Standing Committee Task Team on Strengthening The Humanitarian development Nexus In Protracted Settings [IASC] n.d.; Inter-Agency Standing Committee [IASC] 2020). Immediate emergency response focuses on saving lives and reducing suffering during crises and their immediate aftermath, while development cooperation addresses long-term structural challenges\u0026mdash;such as persistent poverty\u0026mdash;that impede economic, social, and institutional progress. Although distinct in purpose, these two forms of aid often intersect, with many initiatives incorporating both humanitarian and developmental elements. (Humanitarian coalition n.d.) These complex challenges necessitate the coordinated involvement of all relevant actors.\u003c/p\u003e\u003cp\u003eThe disaster management cycle comprises four key phases: mitigation, preparedness, response, and recovery. Mitigation involves reducing the impact of disasters through strategies such as resilient infrastructure, policy reforms, and public education (Federal Emergency Management Agency [FEMA]. Last updated March 21, 2023.) Preparedness refers to the development of capabilities to anticipate and manage disasters, including early warning systems, contingency planning, and resource coordination (United Nations Office for Disaster Risk Reduction [UNDRR] 2017a). Response includes immediate actions taken before, during, or after a disaster to protect lives and meet basic needs, guided by preparedness plans (United Nations Office for Disaster Risk Reduction [UNDRR] 2017b). Early Recovery (ER) is an integrated approach initiated during the humanitarian phase to bridge emergency relief and long-term development. It emphasizes resilience, local ownership, and capacity-sharing, aiming to reduce vulnerabilities and support sustainable recovery through development-oriented interventions. (United Nations Development Programme [UNDP] n.d.; United Nations Office for Disaster Risk Reduction [UNDRR] 2017c)\u003c/p\u003e\u003cp\u003eHumanitarian assistance and development cooperation\u003c/p\u003e\u003cp\u003eHumanitarian assistance plays a vital role in enhancing the resilience of communities affected by both sudden-onset and protracted crises. These crises are frequently exacerbated by poverty and state fragility, which are deeply interconnected and commonly observed in numerous low- and middle-income countries (World Bank 2025). These nations are characterized by relatively low gross national income (GNI) per capita. (According to the Organisation for Economic Co-operation and Development [OECD] n.d.) While the primary objective of humanitarian assistance is to save lives, it is increasingly recognized that such efforts must also support recovery and contribute to long-term development goals. Consequently, affected populations in disaster-prone areas frequently benefit from both emergency relief and development-oriented interventions. (Otto \u0026amp; Weing\u0026auml;rtner \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2013\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eThe growing frequency and severity of climate-related shocks\u0026mdash;such as floods and droughts\u0026mdash;have further emphasized the need for integrated approaches that combine emergency relief with sustainable development cooperation. This has led to the emergence of the \u003cem\u003eHumanitarian\u0026ndash;Development-Peace Nexus\u003c/em\u003e, a concept that acknowledges the necessity of addressing vulnerabilities throughout the entire disaster cycle\u0026mdash;before, during, and after a crisis. Aid agencies must ensure that neither immediate humanitarian response nor long-term systems development is neglected. (Fanning \u0026amp; Fullwood-Thomas \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2019\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eIn this context, humanitarian assistance is defined as emergency relief, referring to \u0026ldquo;immediate survival assistance to the victims of crisis, disaster, and violent conflict.\u0026rdquo; (Inter-agency Network for Education in Emergencies [INEE], n.d.). Development cooperation in flood- and drought-affected areas includes disaster risk reduction, climate crisis response, and the promotion of sustainable health and well-being. These approaches aim to strengthen the resilience of communities and individuals to everyday shocks, climate risks, and socio-economic disruptions (United Nations Office for Disaster Risk Reduction [UNDRR] 2020).\u003c/p\u003e\u003cp\u003eThe United Nations defines capacity building as \u0026ldquo;the process of developing and strengthening the skills, instincts, abilities, processes and resources that organizations and communities need to survive, adapt, and thrive in a fast-changing world\u0026rdquo; (United Nations [UN] n.d. This study employs the concept of \u003cem\u003ecapacity sharing\u003c/em\u003e not on the assumption that local capacities are absent or insufficient, but rather to emphasize the recognition and mutual exchange of the diverse strengths and knowledge held by local actors and affected populations. It acknowledges the existing power imbalances between international, national, and local stakeholders and actively seeks to shift power toward local communities. This approach aligns with the core principles of respect, mutual learning, and equitable partnership that underpin sustainable and inclusive humanitarian practice. (Inter-agency Network for Education in Emergencies [INEE] n.d.)\u003c/p\u003e\u003cp\u003eIn the context of disaster response, health promotion (HP) involves empowering affected communities to regain a sense of control and resilience (Jackson et al. \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). According to the World Health Organization (n.d.), HP is defined as \u0026ldquo;the process of enabling people to increase control over, and to improve, their health.\u0026rdquo; This approach has demonstrated value in natural disaster management, where health promotion strategies contribute to recovery by fostering inclusive decision-making, mobilizing local assets, and integrating trusted community structures into response efforts. Development cooperation plays a critical role in supporting these efforts by facilitating resource sharing, technical assistance, and long-term partnerships that strengthen local capacities. Central to this framework are collaboration, capacity-building\u0026mdash;such as through the dissemination of information and active advocacy\u0026mdash;and the recognition and respect of local knowledge as a foundation for sustainable well-being (Jackson et al. \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eRecurring floods and prolonged droughts not only destroy homes and livelihoods but also exacerbate social inequalities and increase vulnerability, including displacement (Veenema et al.,2017). However, not all affected individuals choose to relocate. Many prefer to remain on ancestral lands and seek to enhance their capacity-building skills and promote health and well-being within their communities. Social support and targeted interventions are recognized as critical components of post-disaster recovery (Zhong et al. \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Veenema et al. \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eEspecially in Africa, the frequency and intensity of droughts have increased. Food insecurity is caused by the abnormal vegetation growth, lowered the productivity of the crops and growth rates of livestock in pastoral communities. The drought impacts to humans\u0026rsquo; health are nutrition-related effects and airborne, water- and dust-related and vector-borne diseases the effects of migration and damage to infrastructure. (Asmall et al. \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Stanke et al. \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) People can experience mental health impacts from drought and psychological well-being is in danger when the livelihood and agriculture depend on the rainfall (Asmall et al. \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Stanke et al. \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThis study is part of a broader research initiative examining the skills of both professional and volunteer HWs in capacity sharing, with a particular focus on health promotion in regions experiencing flood and drought. It explores the perspectives of national and international HWs on the essential skill sets for effective collaboration and health advocacy among communities impacted by extreme weather events, specifically in Kenya. The central research question guiding this study is: \u003cem\u003eWhat skill sets are essential for capacity sharing and health promotion among victims of floods and droughts?\u003c/em\u003e\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eThis qualitative study, conducted between November 2015 and August 2020, aimed to explore the perspectives of experienced humanitarian workers (HWs) on the skill sets required for capacity sharing among victims of natural disasters in Kenya. Previous research has emphasized the importance of education and training for HWs in such contexts (Bahattab et al. \u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e; Clarke et al. \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e; Jackson et al. \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e; Malilay et al. \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e). A qualitative approach using semi-structured interviews was selected to gain an in-depth understanding of the phenomenon from the perspective of those directly involved (Vaismoradi et al. \u003cspan class=\"CitationRef\"\u003e2013\u003c/span\u003e). The objective is to provide comprehensive information on the skill set required to enhance capacity and promote the health and well-being of populations residing in regions affected by floods and droughts.\u003c/p\u003e\n\u003cp\u003eParticipants\u003c/p\u003e\n\u003cp\u003eThe inclusion criteria comprised HWs who are currently working or have previously worked in emergency relief or development cooperation with communities affected by floods and droughts in Kenya. Participants with relevant experiential knowledge were identified through purposive sampling (Klar \u0026amp; Leeper \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e; Etikan 2016). The lead author (JT) initially contacted two Kenyan key informants with extensive experience working with flood-affected (WO) and drought-affected (TC) communities. These informants, along with the author, then reached out to HWs who had served either as salaried staff or volunteers through international non-governmental organizations (INGOs) and/or local non-governmental organizations (NGOs) in Kenya.\u003c/p\u003e\n\u003cp\u003eA total of 14 experienced healthcare workers were interviewed, all of whom had substantial experience in emergency relief and/or development cooperation in flood- and drought-affected communities in Kenya. Data saturation was achieved, as participants reported shared experiences that revealed consistent and meaningful themes. The sample included individuals in a range of roles, ensuring a diversity of experiences and perspectives. Ten participants were Kenyan nationals and four were Finnish. The group comprised eight women and six men, all with a minimum of five years of experience in emergency relief or development cooperation work. Six participants had worked in 11 countries outside Kenya, including locations in Africa, Asia, Europe, and North America.\u003c/p\u003e\n\u003cp\u003eOf the 14 participants, four were volunteers affiliated with NGOs, while ten were employed by organizations with mandates in emergency relief or development cooperation. Educational backgrounds varied: seven held master\u0026rsquo;s or doctoral degrees, four had bachelor\u0026rsquo;s degrees, and three had other forms of professional education. All participants had completed multiple short courses and training provided by their employers.\u003c/p\u003e\n\u003cp\u003eInterviews were conducted by the lead author in either English (n\u0026thinsp;=\u0026thinsp;11) or Finnish (n\u0026thinsp;=\u0026thinsp;3), depending on the participant\u0026rsquo;s preference. Although three of the interviewees responded in Finnish, all questions were consistently posed in English. As English is the working language of all participants, there was no need to translate the questions into Finnish. The author (JT) translated the participants\u0026rsquo; responses into English, a process that may have affected the accuracy, authenticity, or interpretation of the data presented in this paper. Twelve interviews were conducted in Kenya and two in Finland. Due to COVID-19 restrictions, one interview was conducted remotely via Microsoft Teams.\u003c/p\u003e\n\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\n \u003ch2\u003eData Analysis\u003c/h2\u003e\n \u003cp\u003eThematic analysis (TA) is a method used to systematically identify, organize, and interpret patterns of meaning\u0026mdash;referred to as themes\u0026mdash;across a dataset. By focusing on meaning at the level of the entire dataset, TA enables researchers to explore and understand shared or collective experiences and interpretations. The method does not prioritize the identification of unique or individual meanings that appear in only a single data item. Instead, TA is concerned with uncovering commonalities in how a topic is discussed or represented, helping to make sense of these shared patterns. (Braun \u0026amp; Clarke, \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e, p. 2) It was chosen as the method of analysis because it gives voice to the experiences and perceptions of experienced HWs related to practical work skills. The data analysis was conducted by JT, and the thematic framework was discussed collaboratively with IK.\u003c/p\u003e\n \u003cp\u003eA thematic analysis was conducted following Braun and Clarke\u0026rsquo;s (\u003cspan class=\"CitationRef\"\u003e2006\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e2012\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e) six-phase framework to identify, analyze, and report patterns within the data. The analysis began with verbatim transcription of the recorded interviews and familiarization with the data. As noted by Bird (\u003cspan class=\"CitationRef\"\u003e2005\u003c/span\u003e), transcription is a critical phase in qualitative analysis, as it immerses the researcher in the data and initiates the analytical process. In this study, transcription was occasionally challenged by poor audio quality, as most interviews were conducted outdoors. Recordings were made using both a digital sound recorder and a 5th-generation iPad to ensure data capture.\u003c/p\u003e\n \u003cp\u003eThe second phase involved generating initial codes. The transcripts were systematically coded using a table developed with Microsoft 365 software. Codes were assigned to meaningful segments of text that were relevant to the research question, such as \u0026apos;skills,\u0026apos; \u0026apos;capacity sharing,\u0026apos; and \u0026apos;health promotion.\u0026apos; In the third phase, these codes were grouped into sub-themes (see Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e). For instance, codes related to understanding the importance of listening or the impact of harsh language were clustered under the sub-theme \u0026apos;listening skills with affected people.\u0026apos;\u003c/p\u003e\n \u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eThematic summary of the findings.\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eTHEMES\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSUB-THEMES\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHuman and beneficiary-oriented working methods\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eA humanistic and appreciative approach\u003c/p\u003e\n \u003cp\u003eEmotion regulation\u003c/p\u003e\n \u003cp\u003eSocial competence\u003c/p\u003e\n \u003cp\u003eTrust building skills\u003c/p\u003e\n \u003cp\u003eEthical conduct\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCoping strategies in relation to the prevailing ethical norms\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSafe and protective working methods\u003c/p\u003e\n \u003cp\u003eSafety protocols and appropriate gears\u003c/p\u003e\n \u003cp\u003eCoping methods with emotional stress\u003c/p\u003e\n \u003cp\u003eEthical sensitivity and interpersonal skills\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eThe skill set essential for professional practice\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eUnderstanding the local power structure\u003c/p\u003e\n \u003cp\u003eAssessment skills\u003c/p\u003e\n \u003cp\u003eAnalytical and contextual solutions\u003c/p\u003e\n \u003cp\u003eCapacity-sharing and health education\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eReligious and cultural literacy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHousehold Structures and Social Dynamics\u003c/p\u003e\n \u003cp\u003eKnow local religious beliefs\u003c/p\u003e\n \u003cp\u003eUnderstand traditional and emerging religions impact to lifestyle\u003c/p\u003e\n \u003cp\u003eunderstand the health-related restrictions imposed by religions\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGood communication skills\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCommunication skills in Humanitarian assistance\u003c/p\u003e\n \u003cp\u003eNegotiation skills\u003c/p\u003e\n \u003cp\u003eEmotional communication skills\u003c/p\u003e\n \u003cp\u003eMentoring and Emotional support\u003c/p\u003e\n \u003cp\u003eListening skills with affected people\u003c/p\u003e\n \u003cp\u003eEffective writing and documentation skills\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003eThe fourth phase focused on reviewing and refining the accuracy of the themes to ensure they were well represented in the data. In the fifth phase, each theme was clearly defined and organized into a table, with names that captured their core essence. The final themes included:\u003c/p\u003e\n \u003col\u003e\n \u003cli\u003e\u003cem\u003eHuman and beneficiary-oriented working methods\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eCoping strategies in relation to the prevailing ethical norms\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eThe skills and competencies essential for professional practice\u003c/em\u003e\u0026nbsp;\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eReligious and cultural literacy\u0026nbsp;\u003c/em\u003e\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eGood\u0026nbsp;\u003c/em\u003e\u003cem\u003ecommunication skills\u003c/em\u003e\u003c/li\u003e\n \u003c/ol\u003e\n \u003cp\u003eThe final analysis was in phase six with illustrative quotes from participants to support each theme. The responses were anonymized using specific methods, and anonymized identifiers (e.g., IDI, No. XX) are shown in the quotations. Themes provided a rich understanding of the skill set experienced by HWs in disaster-affected regions.\u003c/p\u003e\n \u003cp\u003eEthical approval\u003c/p\u003e\n \u003cp\u003eThe ethical clearance to conduct the research was obtained from the Research and ethical committee of the University of Eastern Africa, Baraton (NACOSTI/NBC/AC-01913). Written and verbal informed consent and permission to record the interviews were sought from each participant. In addition, participants were informed that they could pause or withdraw from the interview at any time. The principles in the Declaration of Helsinki were observed in all stages of the study. (World Medical Association [WMA] 2024)\u0026nbsp;\u003c/p\u003e"},{"header":"Findings","content":"\u003cp\u003eThe findings of the study were organized under five themes: Human and beneficiary-oriented working methods, coping strategies in prevailing ethical norms, the skill set essential for professional norms, religious and cultural literacy and good communication skills (Table 1.)\u003c/p\u003e\n\u003cp\u003eTable 1. Thematic summary of the findings.\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"649\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 265px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTHEMES\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 384px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSUB-THEMES\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 265px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHuman and beneficiary-oriented working methods\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 384px;\"\u003e\n \u003cp\u003eA humanistic and appreciative approach\u003c/p\u003e\n \u003cp\u003eEmotion regulation\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eSocial competence\u003c/p\u003e\n \u003cp\u003eTrust building skills\u003c/p\u003e\n \u003cp\u003eEthical conduct\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 265px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCoping strategies\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;in relation to the prevailing ethical norms\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 384px;\"\u003e\n \u003cp\u003eSafe and protective working methods\u003c/p\u003e\n \u003cp\u003eSafety protocols and appropriate gears\u003c/p\u003e\n \u003cp\u003eCoping methods with emotional stress\u003c/p\u003e\n \u003cp\u003eEthical sensitivity and interpersonal skills\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 265px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eThe skill set essential for professional practice\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 384px;\"\u003e\n \u003cp\u003eUnderstanding the local power structure\u003c/p\u003e\n \u003cp\u003eAssessment skills\u003c/p\u003e\n \u003cp\u003eAnalytical and contextual solutions\u003c/p\u003e\n \u003cp\u003eCapacity-sharing and health education\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 265px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eReligious and cultural literacy\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 384px;\"\u003e\n \u003cp\u003eHousehold Structures and Social Dynamics\u003c/p\u003e\n \u003cp\u003eKnow local religious beliefs\u003c/p\u003e\n \u003cp\u003eUnderstand traditional and emerging religions impact to lifestyle\u003c/p\u003e\n \u003cp\u003eunderstand the health-related restrictions imposed by religions\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 265px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGood\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003ecommunication skills\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 384px;\"\u003e\n \u003cp\u003eCommunication skills in Humanitarian assistance\u003c/p\u003e\n \u003cp\u003eNegotiation skills\u003c/p\u003e\n \u003cp\u003eEmotional communication skills\u003c/p\u003e\n \u003cp\u003eMentoring and Emotional support\u003c/p\u003e\n \u003cp\u003eListening skills with affected people\u003c/p\u003e\n \u003cp\u003eEffective writing and documentation skills\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eTheme 1: Human and beneficiary-oriented working methods\u003c/p\u003e\n\u003cp\u003eParticipants emphasized the importance of adopting a human-centred and beneficiary-focused approach, particularly in challenging contexts where populations exposed to natural hazards\u0026mdash;such as floods and droughts\u0026mdash;face both emergency relief needs and long-term recovery challenges. A humanistic and appreciative approach was described as one that embodies respect, non-discrimination, patience, and kindness toward affected individuals. As one noted:\u003c/p\u003e\n\u003cp\u003e`Yeah. You have to be patient with them. You have to be kind to them. You have to talk with the person in a good way. Don\u0026apos;t be harsh, don\u0026apos;t be lecturing. Let it be a bit interactive. Go down to their level` (IDI, No.5)\u003c/p\u003e\n\u003cp\u003eSome participants noted that while HWs should prioritize the needs of the community, they should avoid excessive emotional involvement or overt sympathy. Social competence was also highlighted as essential, alongside the ability to make quick decisions, adapt flexibly to changing circumstances, and manage interpersonal conflicts without fear.\u003c/p\u003e\n\u003cp\u003e` I\u0026apos;d like to emphasize that in many of these things, food security is like one aspect, but in a way, the other aspect is the management of conflicts between people. The big question is that now that we have the situation that climate change is going to change those traditional natural cycles like that but then it can\u0026apos;t escalate into this kind of conflict. ` (IDI, No.4)\u003c/p\u003e\n\u003cp\u003eFurthermore, participants stressed that HWs must build trust within the community by adhering to ethical standards\u0026mdash;rejecting bribes and avoiding any form of discrimination based on region, tribe, or gender.\u003c/p\u003e\n\u003cp\u003eTheme 2: Coping strategies in relation to the prevailing ethical norms\u003c/p\u003e\n\u003cp\u003eHWs operate in diverse, unpredictable, and high-risk environments, particularly during disaster response missions. Such conditions pose substantial challenges to both their personal safety and the overall effectiveness of their operations. In these volatile contexts, ensuring the security and well-being of aid personnel is a critical operational priority. For instance, flood-affected areas present specific hazards, including the presence of water snakes, which heighten the risk of injury or illness. Consequently, the use of appropriate protective gear is essential to mitigate these dangers and support safe and effective humanitarian engagement.\u003c/p\u003e\n\u003cp\u003eIn addition to safety and protection challenges, it was strongly emphasized that HWs frequently encounter ethical dilemmas and experience moral distress. These ethical challenges may stem from the disparity between the number of people in need and the limited resources available for distribution, or from the complexities involved in assessing beneficiaries\u0026apos; needs. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e`When you find them who are affected by drought, people who haven\u0026rsquo;t had food for months and months, you feel it also. When we reach a relief situation, most people run away. But you are running towards them. So, you are always exposed to the suffering of these people. So, it is challenging in that there is always a risk of carrying that burden with you, psychologically. ` (IDI, No.6)\u003c/p\u003e\n\u003cp\u003eAdditional ethical issues may arise during community engagement, the distribution process, or within the team dynamics. HWs must possess the skills to navigate these challenges, engage in reflective discussions with team members, and develop personal coping strategies. Therefore, it is essential for HWs to adopt methods that mitigate moral distress, which can lead to professional dissatisfaction and potentially compromise relationships with both beneficiaries and colleagues.\u003c/p\u003e\n\u003cp\u003eParticipants also highlighted the diverse personal coping mechanisms HWs employ in difficult situations. The role of the employer in providing adequate support was seen as crucial. Moreover, the guidance and mentorship offered by more experienced staff members were considered important in helping new employees acclimate to fieldwork. As one participant noted:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e`you see a lot of aid workers trying to find an escape either through alcohol or through relationships or having a lot of horror. ` (IDI, No.10)\u003c/p\u003e\n\u003cp\u003eTheme 3\u003cstrong\u003e\u003cem\u003e:\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eThe skill set essential for professional practice\u003c/p\u003e\n\u003cp\u003eParticipants emphasized that, prior to entering a particular community, HWs must understand the local power dynamics. Entry into the community should be granted with the permission and blessing of the chief or village elders, as gaining the trust of the community is essential. Furthermore, it is important that the community is informed about the organization\u0026rsquo;s mandate and the objectives of the assistance work. This transparency not only fosters trust but also contributes to the safety and security of the HWs.\u003c/p\u003e\n\u003cp\u003e`Understand the culture of the community and know how to connect with them, how get the trust of the community and when you have that everything comes smooth for you` (IDI, No.12)\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAssessment and analytical skills were strongly emphasized by participants. However, they noted that the assessment of needs and data collection processes should not be conducted without the active participation of the community. It is essential that all community members are heard, in order to address their diverse needs and ensure that the support provided is relevant and inclusive.\u003c/p\u003e\n\u003cp\u003e`don\u0026apos;t only support them like commodities but also capture the psychosocial needs of that person who might not present that talk but it is coming out with the emotions` (IDI, No. 8)\u003c/p\u003e\n\u003cp\u003eAnalytical skills were also described as essential in the process of developing solutions following the collection and analysis of assessment data. Participants emphasized that solutions must be formulated based on the findings and disseminated to all relevant stakeholders, including the community itself. Several participants highlighted the importance of ensuring that these solutions are grounded in the local context. As one participant expressed:\u003c/p\u003e\n\u003cp\u003e`must see the local reality, and not go out to offer any Western solutions, contextual solutions ` (IDI, No.8)\u003c/p\u003e\n\u003cp\u003eThis theme also encompasses the importance of responding to the analysed needs of the community by building and strengthening their capacity. This includes sensitizing community members to distributed items that may be unfamiliar or whose purpose may not be immediately clear to the beneficiaries. As participants noted:\u003c/p\u003e\n\u003cp\u003e`Proper use of nets, and we teach the community on the issues of misuse of those nets but sometimes we find they are being used to house the chickens`(IDI, No.7)\u003c/p\u003e\n\u003cp\u003eCapacity sharing includes educating communities on topics that promote health and well-being, and that help reduce the incidence of communicable and non-communicable diseases during both disaster situations and normal times. This education may involve, for example, teaching individuals how to protect themselves from mosquito bites to prevent malaria. It may also include guidance on preventing communicable diseases by boiling water or providing basic first aid training. As one participant noted, it can also involve preparing community members to be more skilled in delivering psychological first aid.\u003c/p\u003e\n\u003cp\u003e`we encourage them skilled and if it is not physical first aid it\u0026acute;s psychosocial first aid to individual` (IDI, No.7)\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTheme 4: Religious and cultural literacy\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn this study, knowledge related to culture and religion is combined under the theme of \u003cem\u003ecultural and religious literacy\u003c/em\u003e, as these aspects are closely intertwined in the region where the research was conducted. Both culture and religion play a pivotal role in shaping community dynamics during routine circumstances as well as throughout all phases of disaster response and recovery.\u003c/p\u003e\n\u003cp\u003eThe findings indicate that the religious background of HWs was not considered relevant by participants. However, HW\u0026rsquo;s personal attitudes and respect toward beneficiaries and their religious beliefs were viewed as important. As one participant noted:\u003c/p\u003e\n\u003cp\u003e\u0026acute;you must know community\u0026acute;s religious beliefs such as death and the opportunity for relatives to say goodbye and take a relative on a journey into eternity\u0026acute;(IDI, No.4)\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHWs are expected to be familiar with the predominant local religions\u0026mdash;both traditional and emerging\u0026mdash;and to understand how these belief systems influence community and family lifestyles and practices. In this study, \u003cem\u003etraditional lifestyle\u003c/em\u003e refers to a commonly accepted way of living within the community, shaped by historical experiences and the ongoing practice of cultural and religious norms. This includes important religiously influenced constraints and prescriptions related to health and well-being. As one participant noted:\u003c/p\u003e\n\u003cp\u003e`Religious beliefs such as death and the opportunity for relatives to say goodbye and take a relative on a journey into eternity` (IDI, No.4)\u003c/p\u003e\n\u003cp\u003eParticipants emphasized the importance of providing trustworthy health education, even when it may conflict with religious teachings. Some religions impose restrictions on health education topics such as immunization, family planning, or the prevention of sexually transmitted diseases. Addressing these challenges requires culturally sensitive yet evidence-based communication strategies.\u003c/p\u003e\n\u003cp\u003e`You talk about condoms and the people, they rise from the meeting, and they go. Cos it\u0026apos;s like something very bad` (IDI, No.7)\u003c/p\u003e\n\u003cp\u003eMost participants emphasized the importance of understanding both the community and family power structures to enable health workers (HWs) to engage with communities in a culturally appropriate manner. In addition, it is essential to comprehend the local leadership hierarchy and the appropriate forms of interaction within the community.\u003c/p\u003e\n\u003cp\u003eDuring distribution efforts, the community should be approached through the village chief and elders. Only after receiving their permission should HWs proceed to engage with heads of households. It is also important to recognize that the concept of \u0026ldquo;family\u0026rdquo; or \u0026ldquo;household\u0026rdquo; may vary across contexts and must be understood accordingly. As one participant expressed:\u003c/p\u003e\n\u003cp\u003e`We normally use the word household not families because you might have stayed the family definition. In African context talking about family is father and his brothers and all who are sitting in that compose with that family` (IDI, No.8)\u003c/p\u003e\n\u003cp\u003eThe man is traditionally the head of the family and the women, respectively, run the economy. However, household structure varies and there can be father-, mother- or child-led households. Participants pointed out that disaster, e.g., death or disease, may change the power structure in the household. For this reason, for example, a woman\u0026apos;s social status may change. Therefore, HW must understand the traditional capacity of the community addressing with such incidences.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn every community are unspoken issues. In these communities\u0026apos; people with disabilities are one of the unspoken topics. Therefore, it was said that HW need to observe the community and, notice those who are not presented including people with mental and physical disabilities.\u003c/p\u003e\n\u003cp\u003eTheme 5: Communication skills\u003c/p\u003e\n\u003cp\u003eIn humanitarian assistance, the communication skills of HWs are vital. In this study, communication skills are understood to encompass both spoken and written forms, including documentation and interaction with all relevant stakeholders. These stakeholders include disaster-affected individuals, communities, peers, employers, partner organizations, national governments, and the media.\u003c/p\u003e\n\u003cp\u003eParticipants emphasized the importance of strong negotiation skills, particularly in peace negotiations between ethnic groups. Additionally, active listening and the ability to engage in meaningful dialogue were identified as essential components of effective communication. As one participant stated:\u003c/p\u003e\n\u003cp\u003e`Some people in the community don\u0026acute;t need your support, they don\u0026acute;t need physical support, they only need emotional support, someone to listen to them` (IDI, No. 7)\u003c/p\u003e\n\u003cp\u003eThe importance of psychological counseling and debriefing in maintaining well-being at work was seen vital. The ability to express one\u0026apos;s feelings was also raised. Regular mentoring was identified as an important means of supporting and enhancing the working capacity of younger health workers (HWs) with limited professional experience. Participants emphasized that open discussions about personal feelings and experiences should be encouraged within organizations and among colleagues.\u003c/p\u003e\n\u003cp\u003eHowever, HWs may encounter emotionally challenging situations not only in their interactions with beneficiaries but also in their relationships with their co-workers. Therefore, employer\u0026acute;s protection and safety plan are important including safety protocols and personal safety training. As one said:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e`\u0026nbsp;Yes, the rules of the game are changing and some way in the cross-humanitarian principles those in most contexts are respected. There are attacks against schools, against hospitals they used to kind traditionally respected \u0026ldquo;no we don\u0026apos;t touch those places\u0026rdquo; not anymore and different groups, radicalized groups are use the religious or the city to justified behaviour against the westerners against aid workers because they think they are presenters of certain way of thinking or certain religion.\u0026nbsp;`\u0026nbsp;(IDI, No.10)\u003c/p\u003e\n\u003cp\u003eIt has been observed that a significant proportion of the violence experienced by HWs originates from within their own organizations, often perpetrated by colleagues. This phenomenon is frequently linked to emotional distress among staff members. Individuals struggling to manage their psychological well-being may resort to maladaptive coping mechanisms, such as substance use\u0026mdash;including alcohol and drugs\u0026mdash;or other harmful behaviors. These coping strategies can manifest externally, resulting in harmful actions directed toward others.\u003c/p\u003e\n\u003cp\u003eThis issue warrants greater attention, particularly from a mental health perspective. There is a pressing need for comprehensive support systems within humanitarian organizations. Unfortunately, a prevailing culture of silence often prevents individuals from seeking help. Many feel compelled to maintain a fa\u0026ccedil;ade of strength, believing they must not disclose their struggles to others. This reluctance to communicate emotional difficulties can be profoundly detrimental, exacerbating mental health challenges and perpetuating a cycle of harm.\u003c/p\u003e\n\u003cp\u003eOne participant shared an example involving interpersonal violence between HWs:\u003c/p\u003e\n\u003cp\u003e` I follow actively Facebook groups, where HWs are talking about sexual exploitation in work. You see a lot of genders-based violence as well against HWs, particularly women within workplace itself. ` (IDI, No.10)\u003c/p\u003e\n\u003cp\u003eIn addition to oral communication, strong writing and documentation skills were identified as essential competencies for humanitarian workers across all phases of the disaster cycle as well as in development cooperation contexts.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eEffective written communication is critical not only for internal documentation but also for external engagement, including interactions with the media. Participants highlighted the importance of report-writing skills, which are frequently developed through field experience. HWs are often responsible for drafting various types of documents, such as project proposals, semi-annual and annual reports, and activity summaries. These reports serve as key tools for accountability, transparency, and strategic planning within humanitarian operations. As one participant noted:\u003c/p\u003e\n\u003cp\u003e` You develop report-writing skills in the relief world because most of the time you are writing proposals or annual reports based on the activities implemented` (IDI, no. 7).\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe aim of this study was to explore the perspectives of experienced humanitarian workers (HWs) on the skill sets required for capacity sharing and health promotion among natural disasters affected communities in Kenya. Five key themes were identified: 1)\u0026nbsp;Human and beneficiary-oriented working methods, 2) Coping strategies\u0026nbsp;in relation to the prevailing ethical norms, 3) The skill set essential for professional practice, 4) Religious and cultural literacy, and 5)\u0026nbsp;Good\u0026nbsp;communication skills.\u003c/p\u003e\n\u003cp\u003ePrevious research has underscored the critical role of education and training in preparing HWs for effective engagement in disaster-affected and resource-limited settings (Bahattab et al. 2024; Clarke et al. 2019; Jackson et al. 2017; Malilay et al. 2014). The primary objective of such training is to equip HWs with a comprehensive understanding of the practical skill sets necessary to support capacity sharing and promote the health and well-being of the populations residing in areas affected by floods and droughts. In this context, \u0026quot;skill set\u0026quot; refers specifically to the applied competencies required for fieldwork, including both technical and interpersonal abilities. These findings offer valuable insights for the development of targeted educational and training programs for newly recruited HWs, and volunteers involved in humanitarian assistance. Furthermore, they support the ongoing professional development of existing personnel by reinforcing and updating prior training.\u003c/p\u003e\n\u003cp\u003eThe Triple Nexus approach envisions enhanced collaboration and coordination among humanitarian action, development cooperation, and peacebuilding efforts. This integrated framework requires a multidisciplinary workforce equipped with diverse skill sets tailored to the mandates of their respective organizations.\u003c/p\u003e\n\u003cp\u003eFindings suggest that humanitarian workers (HWs) must adopt human- and beneficiary-centered methods, develop effective coping strategies, and possess religious and cultural literacy to recognize and respond to the local realities in which people live. Strong communication skills are also essential. The specific competencies required for practical implementation vary depending on the organization\u0026apos;s mandate.\u003c/p\u003e\n\u003cp\u003eWhile many civil society actors interpret peacebuilding as a process of community-level reconciliation and social cohesion, states and donors often adopt a broader perspective that includes security, counter-terrorism, and stabilization efforts (H\u0026ouml;velmann 2020). In some contexts, peacebuilding may involve negotiations between tribes over scarce resources such as freshwater or grazing land for livestock and ensuring the security of local communities.\u003c/p\u003e\n\u003cp\u003eSeveral critical concerns have been raised regarding the Triple Nexus approach. One major issue is the potential politicization of humanitarian action by peace and security actors, which could compromise the perceived neutrality and independence of humanitarian organizations, thereby limiting access to hard-to-reach areas. Additionally, integrating humanitarian efforts into broader, often state-led frameworks risks undermining humanitarian principles, particularly in contexts where the state is a party to the conflict, the United Nations is aligned with one side, or non-state armed groups control certain areas. (H\u0026ouml;velmann 2020)\u003c/p\u003e\n\u003cp\u003eThe current aid architecture remains fragmented and disincentivizing, with single funding instruments proving slow to adapt to the multi-year, transformative goals envisioned by the Triple Nexus. There is also a risk that this approach may divert attention and resources away from urgent humanitarian needs, especially in crises that are already severely underfunded. (H\u0026ouml;velmann 2020)\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis study focuses on HWs\u0026mdash;both professionals and volunteers\u0026mdash;with experience in emergency relief and development cooperation, particularly in response to floods and droughts in Kenya and elsewhere. Several participants have also been involved in addressing both natural and man-made disasters across multiple countries. Their experience spans both sudden-onset and protracted humanitarian crises.\u0026nbsp; \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHWs enter the field through diverse career paths, educational backgrounds, and training programs, as reflected in the profiles of participants in this study. Despite these varied trajectories, all HWs are required to possess a broad and versatile skill set to perform effectively in complex and dynamic environments. Core competencies include communication, education, negotiation, and teamwork, which are essential for facilitating collaboration, engaging with communities, and navigating the multifaceted challenges inherent in humanitarian operations.\u0026nbsp;(Clarke et al. 2019)\u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe growing demand for humanitarian assistance underscores the need for an expanded and more skilled humanitarian workforce. Findings from this study indicate that humanitarian workers (HWs) engaged in field operations\u0026mdash;both in emergency relief and development cooperation\u0026mdash;often fall into either younger or older age groups, highlighting the importance of intergenerational knowledge transfer. It is therefore essential that experienced professionals actively share their practical knowledge, and skill sets with younger colleagues. This is particularly important given that younger HWs may be more vulnerable to emotional exhaustion, higher levels of depersonalization, and reduced feelings of personal accomplishment (Eriksson et al. 2009).\u003c/p\u003e\n\u003cp\u003eSupport from team members and supervisors is especially critical during international deployments, where the challenges of fieldwork can be intensified. In addition, broader social networks\u0026mdash;including friends, family, neighbours, supervisors, and colleagues\u0026mdash;can significantly influence how individuals experience and cope with trauma exposure (Quevillon et al. 2016; Kaspersen et al. 2003). Eriksson et al. (2009) further emphasize that supportive team dynamics, strong interpersonal relationships, and organizational backing contribute to the resilience of humanitarian workers, helping them manage stress and maintain psychological well-being in demanding environments.\u003c/p\u003e\n\u003cp\u003eParticular attention must be directed toward local HWs, especially volunteer personnel residing in crisis-affected regions. These individuals are frequently self-selected and maintain deep-rooted connections within the communities they serve. They often share linguistic and cultural ties with the target population, which enhances their effectiveness in delivering aid (Vento \u0026amp; Koch 2024). However, their proximity to the crisis also exposes them to distinct emotional burdens. During emergencies, concerns for the safety and well-being of their own families can significantly heighten psychological distress. This personal dimension must be explicitly acknowledged and integrated into psychosocial support strategies. Recognizing their dual identity\u0026mdash;as both aid providers and community members\u0026mdash;is essential for strengthening their emotional resilience and sustaining their operational capacity in humanitarian contexts.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis study highlights the critical importance of interpersonal skills in humanitarian assistance, particularly in engaging effectively with affected populations. Such interaction forms the foundation of humanitarian workers\u0026apos; (HWs) responsibilities. The findings underscore the necessity for a broad skill set in professional humanitarian practice, including analytical thinking and the ability to develop context-specific solutions.\u003c/p\u003e\n\u003cp\u003eCultural and religious literacy emerged as one of the essential competencies; without a deep understanding of the cultural and religious contexts of affected communities, it is not possible to design and implement solutions that genuinely enhance livelihood resilience. Effective communication\u0026mdash;both verbal and written\u0026mdash;is also vital for disseminating information among community members, partners, team members, and the media.\u003c/p\u003e\n\u003cp\u003eFurthermore, cultural and religious literacy facilitates a more nuanced understanding of community lifestyles, enabling HWs to engage more meaningfully and respectfully. The results of this study suggest that HWs must possess a diverse range of competencies to operate effectively within the Triple Nexus approach (humanitarian-development-peace). Participants unanimously agreed on the importance of education and training throughout all phases of the disaster cycle to ensure adequate support for affected populations.\u003c/p\u003e\n\u003cp\u003eAdditionally, the findings of this study align with those of Gotowiec and Cantor-Graae (2017), emphasizing the critical need for HWs to be equipped with the capacity to navigate the complex ethical challenges inherent in humanitarian settings. The results underscore the importance of both formal and informal pre-deployment education and training that prepare HWs to engage effectively with affected populations and to apply essential working methods throughout the disaster cycle. Formal training provides structured knowledge and standardized practices, while informal learning\u0026mdash;such as peer mentoring, on-the-job experiences, and reflective practice\u0026mdash;enhances adaptability and contextual understanding. Consistent with the conclusions of Lefay et al. (2025), our findings suggest that tailored training initiatives\u0026mdash;incorporating local expertise and addressing the specific operational realities of each mission\u0026mdash;can significantly enhance the relevance, adaptability, and effectiveness of humanitarian interventions\u003c/p\u003e\n\u003cp\u003eMethodological consideration\u003c/p\u003e\n\u003cp\u003eOne limitation of this study is the reliance on virtual interview conducted via Microsoft Teams. After careful deliberation among the research team, it was agreed that prioritizing access to a broad spectrum of experiences outweighed the constraints imposed by the prohibition of face-to-face interactions due to COVID-19 restrictions. Additionally, the study design presents another limitation, as it involved HWs from a range of professional roles and organizational contexts. While this diversity may obscure role-specific insights, it was intentionally employed to capture a wide array of perspectives and mitigate this limitation. Future research could benefit from focusing on distinct phases of the disaster management cycle and exploring the ethical challenges unique to each stage. Expanding the sample size and incorporating a more diverse participant pool in future qualitative studies would further enhance the depth and generalizability of findings.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study underscores the multifaceted skill set required of humanitarian workers, particularly within the framework of the Triple Nexus approach. Effective communication, cultural and religious literacy, and individual coping strategies are essential for delivering contextually appropriate and sustainable support to affected communities. The findings highlight the importance of continuous education and training across all phases of the disaster cycle to enhance the capacity of humanitarian professionals and ensure resilient, community-centred responses.\u003c/p\u003e\n\u003cp\u003eStrengths and Limitations\u003c/p\u003e\n\u003cp\u003eThis qualitative study was conducted among experienced HWs, all of whom had worked in Kenya and elsewhere with communities affected by floods and droughts, and each possessed a minimum of five years of professional experience. Although the number of participants was relatively small, data saturation was achieved, allowing the study to effectively address the research question. In addition, the findings provide valuable insights into the skill set required by HWs in their work, as well as the types of training that should be offered to support their professional development.\u003c/p\u003e\n\u003cp\u003eParticipants included both national and international professionals and volunteers. Despite their diverse backgrounds, their experiences and perceptions regarding the competencies needed for capacity sharing and health promotion were consistent. Therefore, while the findings cannot be generalized to all HWs, they do reflect the perspectives of the informants who participated in the study.\u003c/p\u003e\n\u003cp\u003eAll interviews were conducted at locations chosen by the participants. Most took place at the participants\u0026rsquo; workplaces, with two held in restaurants and one at a participant\u0026rsquo;s home. One interview was conducted via Microsoft Teams due to COVID-19 restrictions. All interview questions were asked in English; however, participants were free to respond in the language (English, Finnish) of their choice. The author (JT) translated the responses into English, which may have slightly affected the accuracy and authenticity of the data.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eFunding\u003c/h2\u003e\u003cp\u003eThis project has received Travel Grant to Kenya from the University of Tampere, School of Public Health, Doctoral Programs, Finland.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eJaana Tilli wrote the main manuscript text. All writers reviewed and edited the text.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eWe thank the anonymous reviewers for their comments. Thank you Librarian Ms. Marketta Fredriksson for your help with referencing. Mr. Thomas Chikichik and Mr. Wyckliffe Osumba, we appreciate your involvement in organizing the meetings in Kenya. The authors would like to express their sincere appreciation to the participants of the study\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAlexander, J., \u0026amp; Loy, I. (2023, January 4). What\u0026rsquo;s on our aid policy radar in 2023\u0026mdash;The issues and dilemmas shaping humanitarian policy over the next 12 months and beyond. \u003cem\u003eAid and Policy Trends to Watch in 2023\u003c/em\u003e. https://www.thenewhumanitarian.org/analysis/2023/01/04/aid-policy-trends-to-watch-in-2023\u003c/li\u003e\n\u003cli\u003eALNAP. 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WMA - The World Medical Association. https://www.wma.net/policies-post/wma-declaration-of-helsinki/\u003c/li\u003e\n\u003cli\u003eZhong, S., Yang, L., Toloo, S., Wang, Z., Tong, S., Sun, X., Crompton, D., FitzGerald, G., \u0026amp; Huang, C. (2018). The long-term physical and psychological health impacts of flooding: A systematic mapping. \u003cem\u003eScience of The Total Environment\u003c/em\u003e, \u003cem\u003e626\u003c/em\u003e, 165\u0026ndash;194. https://doi.org/10.1016/j.scitotenv.2018.01.041\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Humanitarian workers, volunteers, humanitarian assistance, Triple Nexus Approach, emergency relief, development cooperation, skills, capacity sharing, health promotion, Kenya","lastPublishedDoi":"10.21203/rs.3.rs-7145345/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7145345/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe growing demand for humanitarian assistance underscores the urgent need for a skilled and adaptable humanitarian workforce. This study aimed to explore the perspectives of experienced professional and volunteer humanitarian workers (HWs) on the essential skill sets required for capacity sharing among populations affected by natural disasters. Using purposive sampling, 14 semi-structured interviews were conducted between 2015 and August 2020 with national and international HWs who had worked with flood- and drought-affected communities in Kenya. Thematic analysis of the data revealed five key themes: (1) human- and beneficiary-oriented working methods, (2) coping strategies aligned with ethical norms, (3) essential skills for professional practice, (4) religious and cultural literacy, and (5) effective communication skills. These findings provide valuable insights for the development of targeted educational and training programs for newly recruited HWs, and volunteers engaged in humanitarian assistance in Kenya and elsewhere, particularly in flood- and drought-affected regions.\u003c/p\u003e","manuscriptTitle":"Needs for capacity sharing in humanitarian assistance: Qualitative study on experiences of professional and voluntary workforce","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-08 14:49:48","doi":"10.21203/rs.3.rs-7145345/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d7cf0363-0387-42ad-8010-9df8cc0b573f","owner":[],"postedDate":"September 8th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-12-29T05:09:03+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-08 14:49:48","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7145345","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7145345","identity":"rs-7145345","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}