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, 1987- [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
Contents:
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
Summary: "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.
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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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