Practitioner Development Programme
Training for Trainers Programme (T4T)
Welcome & Introductions
Welcome and Introductions
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•
Tutors
House keeping;
-Manage self
-Toilets
-Fire alarm & exits
-Refreshments
-Mobile phones
Introductions
Everyone introduces themselves, together with their role and where
they work and one thing they would like the group to know about
them.
Aims of T4T - overview
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To introduce clinical and lay tutors to the content and skills required to deliver
the CCH Practitioner Development Programme (PDP)
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To increase confidence and competence to deliver PDP
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To support new trainers to develop individualised goals and action plans
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To develop strategies for integrated partnership working between lay and
clinical co-facilitators
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To be the first step on the journey of continual development for PDP trainers
Baseline questionnaire
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Please complete the pre training questionnaire and return to the facilitator.
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This questionnaire will be repeated at the end of the Programme and will enable
you to assess your development and will contribute to the programme
evaluation
•
Thank you
Aims for facilitation team
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Increase confidence in ability to present to clinicians
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Increase understanding of the clinician’s journey to support self-care and
develop empathy for clinicians at all levels in the journey
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Increase understanding of the specific skills and techniques taught in the PDP
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Increase confidence to tell story of journey of self-management
highlighting concepts of Importance, Confidence, and use of Problem-Solving
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Increase confidence to present the techniques of Problem-Solving, using
example real life examples
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Increase confidence to present ambivalence as a normal experience for a person
living with a long-term condition using real life examples
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Increase confidence in ability to facilitate skill rehearsal with actor
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Develop a plan for continued co-facilitator skill development
Role of the Facilitators
Work in small mixed groups of three or four
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Share your experiences of your own self management journey or your
experiences of supporting self management
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Consider how these experiences may impact your role as a tutor
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Consider how you might reflect on your experience and describe these to
delegates within a PDP training programme.
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What support and strategies might you need to deal with your personal
frustrations and emotions to enable you to use this experience in a training
environment?
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Debrief as a large group
Experiences of the PDP and skills
Work in [different] small mixed groups of three or four
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Discuss your successes and challenges of using the PDP approach
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Agree and record your top 5 successes and your top 5 challenges
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Discuss your successes and challenges of using the PDP skills
Whole group debrief then;
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Identify your learning goals for the skills revision session
Individual learning agenda
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Individual learning agenda to inform skills revision
Skills revision session
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Key revision session for ensuring all delegates are confident with
the PDP skills (in the communication skills descriptor list), how to
use them, linkages and flow
Practitioner Development Programme
Training for Trainers Programme (T4T)
Coaching & feedback
Key tools for supporting behaviour change
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Good quality coaching and feedback are key tools for supporting individuals to
develop confidence and competence in self management support skills.
All new skills develop over time, becoming easier with practice.
Interactive exercise;
Split into smaller groups and explore ways that you have received feedback in
the course of your personal and professional lives.
How did these methods make you feel and what was their impact?
What are the key qualities of constructive feedback, what should be avoided?
Come back & debrief as a large group
Coaching; definition
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Relationship and rapport is part of the process, safety is key
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Focus on enabling and empowering the learner
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Goal is reaching a higher level of performance
Coaching; the challenge
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Coaching and giving coaching feedback is a new skill for many of us
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We may need to give coaching feedback to a range of workforce groups
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Coaching and feedback from lay facilitators may be a new experience
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We need to be confident SMS practitioners, facilitators and coaches
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Consider your own learning needs and goals
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Making sure you use and model the skills and approaches in PDP will increase
your confidence for skill spotting and to give constructive coaching feedback
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Having lots of examples from your own practice will build credibility
Coaching; the process outline
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Set learner agenda and invite goal
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Assess level of importance and confidence
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Agree process & negotiate time outs and duration
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Goal is reaching a higher level of importance
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Continual process of improvement in skills and confidence
Support handout available
Coaching; the process steps
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Pre –performance : seek learner agenda & set goals
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Performance (negotiate time-outs and time)
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Post-performance (feedback)
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Refine learner agenda
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Re-rehearsal
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Summarisation, next steps
Coaching; the detail
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Clarify process
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Establish learner’s goals
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Assess Importance and Confidence
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Set up the scenario
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Have a go
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Pause
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Feedback, use the feedback grid (handout 2) to record your observations
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Have a second go and feedback again
Coaching
• Demonstration
• Small group practice
Coaching; Debrief & action plan
• Whole group de-brief
• Individual action plan
Practitioner Development Programme
Training for Trainers Programme (T4T)
Workshop overview
The workshops
• Briefly describe the workshops with short summary
overview of key content
• Elicit questions and learning agenda
Practitioner Development Programme
Training for Trainers Programme (T4T)
Facilitators working in partnership
Facilitators in partnership
• Equal partnership
• Part of integrated team
• Joint responsibility
• Team inputs and outputs
• Value and respect
• Utilise skills and experiences
• Consider context of delegates
• Consider context of facilitators
Facilitation interactive exercise
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Split into pairs with one lay and one clinical facilitator.
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Each pair takes an interactive exercise from the PDP and creates an action
plan for delivery.
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One group facilitates their interactive exercise with the whole group.
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The participants in the exercise give constructive coaching feedback.
Coaching; More practice
• Small group practice
Practitioner Development Programme
Training for Trainers Programme (T4T)
Facilitation & Presentation Skills
Group discussion
• Essentials of good presentation
• Essential of good facilitation
• Flip chart responses
Skills grid
• Review the elements of the skills grid (T4T handout 5)
• Explain each section
• Consider you confidence for each section
• Write your action plan to address areas of lower confidence
• Use the grid to inform how your action plan for ongoing
learning and continued development
Practitioner Development Programme
Training for Trainers Programme (T4T)
Working with Simulated Patients
Valuable resource
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Develop rapport & relationship with your simulated patient(s).
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Accept them as a valuable resource and as a part of your integrated team.
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Provide adequate training and preparation time.
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Include simulated patients for the part of the session debrief
and workshop evaluation that relates to their role and share the evaluation
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Agree basic principles in advance such as feedback in role, no comment or
judgement on learners ability to use skill
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Discuss any areas of concern on either side at the end of the workshop and
agree action plan for next time
Practitioner Development Programme
Training for Trainers Programme (T4T)
Culture of continuous Improvement
Personalised health/care planning,
self management support and
shared decision making
Activation
The knowledge, skills and confidence to
manage your own health and healthcare
Working in partnership
Sharing decisions
Planning care
Activated patients
Prepared, proactive teams
Optimal functional and clinical outcomes
Living with a Long Term condition
Usual care is self management
Hours with
professional / NHS = 3
in a year
Self care / management =
8757 in a year
People who live with LTCs are the ultimate decision
makers and risk takers
About lifestyle
About medication
adherence
Decisions
About accessing
services
About possible
planned
interventions
So it should be the job of the
service to ensure that….
…People are supported to make informed and personally relevant
decisions about managing their own health and healthcare
Am I going to
stick to that
exercise
regime?
Should I take that
pill today?
Do I really
want that
heart
operation?
Personalised health/care planning,
SMS and SDM
Scheduled follow up appointments,
providing motivational support
Scheduled care planning
appointments, providing
proactive support through
partnership working
Shared decision making
Decision aids
Scheduled care
pathway, providing
specific interventions
Continuous Quality Improvement
Is just a way of helping an
organisation to consider and
implement change
Model for Improvement
What are we trying to
accomplish?
How will we know that a
change is an improvement?
What change can we make that
will result in improvement?
Understanding
the problem.
Knowing what
you’re trying to do
- clear and
desirable aims
and objectives
Measuring
processes and
outcomes
What have others
done?
Langley G, Nolan K, Nolan T, Norman
C, Provost L, (1996), The improvement
guide: a practical approach to
enhancing organisational performance,
Jossey Bass Publishers, San Francisco
Act
Plan
Study
Do
What hunches do
we have? What
can we learn as
we go along?
Outcome
Secondary Drivers
Organisational
Changes
Patient / Clinician
Engagement
Pre Visit
Changes
The 3 Enablers
During Visit
Changes
Patient Confident
in Self
Management
Ideas for
Change
Agenda Setting
Goal Setting
Goal Follow Up
Post Visit
Changes
42
Appendix 2
Self Management Questionnaire
To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions.
HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME?
In your consultation today:
YES/ NO
(please circle)
(please circle)
YES/ N0
1. Did you Discuss what was most important to You in managing your own health?
2. Did you Get support to set a short-term goal for yourself?
YES/ N0
3. Did you Arrange to discuss your progress on your short-term goal?
YES/ N0
4. How supported did you feel in managing your health?
10 9 8 7 6 5 4 3 2 1 0
Totally
Not at all
supported
supported
“I am confident that I can manage my health condition”
10 9 8 7 6 5 4 3 2 1 0
Strongly
Strongly
agree
disagree
Continuous Improvement;
interactive exercise
• Work in groups of three or four
• Record on a flip chart all your examples of continuous
improvement
• Consider how these examples will support the PDP
workshop content
• Feed back to the whole group one example per group of
how you integrate this into the PDP workshops
Coaching; More practice
• Small group practice
Practitioner Development Programme
Training for Trainers Programme (T4T)
Competency model
Competency
• Individual timescales
• Review skills confidence grid domains
• Set own continuing development action plan
• One series observation co-facilitation with coaching
feedback (using feedback grid and peer review form)
• Negotiate with co-facilitator
• Facilitator skill mix
• Yearly peer review
Continuing development & support
• Consider local training programmes
• Facilitation skills accreditation
• Presentation skills accreditation
• Regional and national initiatives
• Knowledge & skills framework
• Appraisal
• Peer tutor groups & Action Learning Sets
• Regular tutor meetings
Individual action plan
• Goal & action plan
• Importance and confidence
• Potential barriers
• Problem solving
• SMART
• Confidence
• Follow up plan
Free space
• Collaborative agenda setting for using this time
End of training questionnaire
•
Please complete the post training questionnaire and return to the facilitator.
•
This questionnaire will be repeated at the end of the Programme and will enable
you to assess your development and will contribute to the programme
evaluation
•
Thank you
Acknowledgements
All logos of sites and phase 1 contributors required
these also need to be on sheet inside front page