Training to change practice : behavioural science to develop effective health professional education / Jo Hart (Professor of Health Professional Education, University of Manchester, UK), Lucie Byrne-Davis (Professor of Health Psychology, University of Manchester, UK), Wendy Maltinsky (Health Psychology Senior Lecturer, University of Stirling, UK), Eleanor Bull (Highly Specialised Health Psychologist and Honorary Senior Lecturer, Manchester University NHS Foundation Trust, UK, Derbyshire County Council, UK, University of Manchester, UK)
By: Hart, Jo [author.]
Contributor(s): Byrne-Davis, Lucie [author.] | Maltinsky, Wendy [author.] | Bull, Eleanor [author.]
Language: English Publisher: Hoboken, NJ : John Wiley & Sons Ltd., 2023Description: 1 online resourceContent type: text Media type: computer Carrier type: online resourceISBN: 9781119833482; 9781119833505; 1119833507; 1119833493; 9781394172214; 1394172214; 9781119833499Subject(s): Medicine -- Study and teaching (Continuing education) -- Great Britain | Medical personnel -- Training of -- Great Britain | Medicine -- Practice -- Great BritainGenre/Form: Electronic books.Additional physical formats: Print version:: Training to change practiceDDC classification: 610.71/141 LOC classification: R845 | .H37 2023Online resources: Full text available at Wiley Online Library Click here to view| Item type | Current location | Home library | Call number | Status | Date due | Barcode | Item holds |
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COLLEGE LIBRARY | COLLEGE LIBRARY | 610.71141 H2515 2023 (Browse shelf) | Available | CL-53725 |
Includes bibliographical references and index.
Table of Contents
Contents
Foreword ix
Acknowledgements xi
CHAPTER 1 Education and Training as a Behaviour Change Intervention 1
Jo Hart, Lucie Byrne-Davis, Wendy Maltinsky, Eleanor Bull, Nicola McCleary and Chris Armitage
What Is Continuing Professional Development? 2
The Purpose(s) of CPD 2
The Challenges of Changing Practice through CPD 3
Important Concepts and Theories 4
Miller’s Pyramid 4
Figure 1: The interaction of capability, opportunity, motivation and Miller’s Pyramid 5
A Shared Theoretical Language 6
Why Think about Behavioural Theory? 7
The COM-B Framework 8
Figure 2: Influences on behaviour mapped to capability, opportunity and motivation 8
A Focus on Motivation 9
Why Is Behavioural Science Important? 10
Effective and Enjoyable Training 10
Principles for Effective Training 11
Principle 1. Starting from Where Learners Are 11
Principle 2. Working in Partnership 11
Principle 3. Interactive/Active Learning 12
Principle 4. Communication 13
Principle 5. A Collaborative Learning Environment 13
Principle 6. Individual and Group Voices 14
Principle 7. Time for Reflection 15
Check Your Understanding and Reflect 15
Useful Links and Further Reading 16
Behavioural theories and types of behaviours 16
Dual processing 16
The COM-B Framework 16
PRIME Theory and other briefings on behaviour change 16
References 16
CHAPTER 2 Defining the Behaviours That You Want to Change 20
Jo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull
Introduction 21
Developing a Theory of Change 22
Tips and examples 22
Intended Behavioural Outcomes (IBOs) 23
Tips and examples 24
How to Develop IBOs 24
Tips and examples: Topic guide and cues for a behavioural specification focus group 26
What Does the Evidence Say? 26
Choosing the IBOs on Which to Focus 27
Whose IBOs Are They? 27
Check Your Understanding 28
Useful Links and Further Reading 28
Developing A Theory of Change 28
References 29
CHAPTER 3 Exploring the Influences on Behaviours 30
Jo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull
Influences on Practice 31
Figure 3: The COM-B framework 31
Capability 31
Tips and examples 31
Opportunity 31
Tips and examples 32
Motivation 32
Tips and examples 32
How to Explore Influences on Each IBO 32
Before Developing CPD 33
Tips and examples 33
Tips and examples 35
During CPD 35
Check Your Understanding and Reflect 36
Further Reading 36
More About Exploring Influences on Behaviour 36
References 36
CHAPTER 4 Developing CPD to Change Behaviour 38
Jo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull
The Active Ingredients of Behaviour Change Activities 39
Reminder: What is COM-B Again? 39
BCTs and Communication Skills in Education and Training 40
Tips and examples 40
How to Develop Your Training Activities 41
Capability 44
What Does the Evidence Say? 45
Figure 4: The Johari Window 45
Tips and examples 45
Figure 5: Post-it notes to illustrate an effective practitioner 46
Building Psychological Capability 47
Tips and examples 47
Building Physical Capability 48
Figure 6: A cycle for physical capability improvement (learning a skill) 49
Tips and examples 49
Opportunity 50
Building Physical Opportunity 50
Tips and examples 51
An Appreciative Inquiry Approach 52
Building Social Opportunity 52
Tips and examples 53
Tips and examples 53
Figure 7: Comic book strip 54
Motivation 55
Building Reflective Motivation 55
Tips and examples 56
Building Automatic Motivation 56
Tips and examples 57
Planning the ‘How’ of Your Training 57
Consider Space 57
Consider Numbers 58
Consider Acoustics and Visuals 58
Consider Time 58
Consider Dynamics 58
Consider Technical Equipment and Skills 59
Consider Administrative Support 59
Consider Refreshments 59
Consider Culture/Contexts/Countries 59
Online 60
Blended Learning – Synchronous and Asynchronous 61
Figure 8: Considerations for a blending learning course 62
The Building Blocks of Your Training 63
Figure 9: Overview of training structure 63
Introductions 63
Welcoming 63
Introductory Activities 64
Trainee Introductions 64
Create Name-Plates 64
Introductory Bingo 65
Introduce Your Neighbour 65
Throw the Soft Toy 65
Group Agreements 65
Course Expectations, Hopes and Fears 66
Balancing Training Energy 66
Endings: Reflection, Action Planning and Evaluation 67
Check Your Understanding and Reflect 67
Further Reading 68
References 68
CHAPTER 5 Assessing and Evaluating 70
Jo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull
Process vs. Outcome 71
Why Are You Evaluating? 72
Theories and Frameworks to Help Us Evaluate 72
The Kirkpatrick Model 73
Tips and examples 73
Evaluation of Complex Interventions 74
Assessing Behavioural Influences 75
Topic guide 76
Figure 10: Topic guide example for interviews about the impact of a course on practice at follow-up 76
Assessing Behaviour 78
Check Your Understanding 79
Further Reading 79
References 80
Guides 81
Sample Training Plans 81
Aims 88
Tips and Examples: Setting up A Session 88
Cards for Change 94
Index 111
"Continuing professional development (CPD) is an umbrella term, covering all kinds of activities that help health professionals learn and develop throughout their careers (e.g., Peck et al. 2000, HCPC 2015). Among the most widespread CPD activities are the structured education opportunities that we will describe in this book as CPD training courses, although also called educational meetings or workshops (Forsetlund et al. 2021) As long ago as 2002, the UK NHS was estimated to directly spend approximately �1 billion annually on workforce CPD (Brown et al. 2002). CPD is seen as crucial to developing the more flexible, multidisciplinary health workforce envisioned in the recent NHS Long Term plan (Karas et al. 2020). Given how much is invested in CPD, it is even more important that CPD is designed in such a way as to maximise practice improvement, so that the benefits of all this investment can be fully realised in terms of improving care delivery and ultimately health outcomes"-- Provided by publisher.
About the Author
Jo Hart, Professor of Health Professional Education, Division of Medical Education, University of Manchester, UK.
Lucie Byrne-Davis, Professor of Health Psychology, Division of Medical Education, University of Manchester, UK.
Wendy Maltinsky, Senior Lecturer, Division of Psychology, Faculty of Natural Sciences, University of Stirling, UK.
Eleanor Bull, Senior Health Psychologist, Manchester University NHS Foundation Trust and Derbyshire County Council, UK; Honorary Senior Lecturer, Division of Medical Education, University of Manchester, UK.
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