Evaluating a train-the-trainer model for scaling-up Healthy Conversation Skills training: A pre-post survey using the Theoretical Domains Framework. Issue 10 (October 2022)

• Record Type: Journal Article
• Authors: Hollis, Jenna L.; Seward, Kirsty; Kocanda, Lucy; Collins, Clare E.; Tully, Belinda; Brett, Katie; Hunter, Mandy; Foureur, Maralyn; Schumacher, Tracy; Lawrence, Wendy; MacDonald-Wicks, Lesley
• Is Part Of: Patient education and counseling. Volume 105:Issue 10(2022)
• Page Start: 3078
• Page End: 3085
• Publication Date: 2022-10
• Subjects: CI Confidence Intervals -- HCS Healthy Conversation Skills -- SD Standard Deviation -- TDF Theoretical Domains Framework -- TtT Train-the-Trainer; Behaviour change -- Communication skills -- Health promotion -- Healthy conversation skills -- Theoretical domains framework -- Train-the-Trainer -- Workforce development; Patient education -- Periodicals; Health counseling -- Periodicals; Health education -- Periodicals; Counseling -- Periodicals; Patient Education -- Periodicals; Éducation des patients -- Périodiques; Counseling -- Périodiques; Éducation sanitaire -- Périodiques; 615.5071
• DOI: 10.1016/j.pec.2022.06.011
• Languages: English
• ISSNs: 0738-3991

Abstract

Abstract: Objectives: Healthy Conversation Skills (HCS) training is an established method of upskilling health professionals in person-centred behaviour change communication. A Train-the-Trainer (TtT) model was adopted to scale-up delivery of HCS training. This study examined the impact of the TtT course on new Trainers' perceived barriers and enablers to delivering HCS training using the Theoretical Domains Framework (TDF). Methods: The TtT course was delivered in 2019–2020. Pre-training (T1) and post-training (T2) surveys collected data on barriers and enablers to delivering HCS training based on 10 TDF domains. Data were summarised using descriptive statistics, and differences between pre- and post-training scores analysed using paired t-tests. Results: Forty-six trainees participated, including 43 women and 10 Aboriginal people. Scores for nine domains increased post-training, including knowledge, skills, social and professional role/identity, beliefs about capabilities, intentions, goals, environmental context and resources, social influences, and behavioural regulation. Knowledge, beliefs about consequences and intentions were no longer barriers to delivering HCS training after participating in the TtT course. Conclusions: The TtT model supports new Trainers by addressing barriers to delivering HCS training. Practice implications: The HCS TtT model builds healthcare workforce capacity for person-centred approaches to behaviour change. The findings facilitate the refinement of the TtT course. Highlights: Outlines HCS TtT course to improve client-centred behaviour change communication. First evaluation of impact on barriers and enablers to delivering HCS training. Impact evaluation identifies ways to refine HCS TtT course. Implications for provision of ongoing support for new HCS Trainers.