Practitioner Development Programme Training for Trainers Programme (T4T)

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Practitioner Development ProgrammeTraining for
Trainers Programme (T4T)

• Welcome Introductions

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Welcome and Introductions

• Tutors
• House keeping
• -Manage self
• -Toilets
• -Fire alarm exits
• -Refreshments
• -Mobile phones

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Introductions

• Everyone introduces themselves, together with
  their role and where they work and one thing they
  would like the group to know about them.

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Aims of T4T - overview

• To introduce clinical and lay tutors to the
  content and skills required to deliver the CCH
  Practitioner Development Programme (PDP)
• To increase confidence and competence to deliver
  PDP
• To support new trainers to develop individualised
  goals and action plans
• To develop strategies for integrated partnership
  working between lay and clinical co-facilitators
• To be the first step on the journey of continual
  development for PDP trainers

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Baseline questionnaire

• Please complete the pre 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

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Aims for facilitation team

• Increase confidence in ability to present to
  clinicians
• Increase understanding of the clinicians
  journey to support self-care and
• develop empathy for clinicians at all levels
  in the journey
• Increase understanding of the specific skills
  and techniques taught in the PDP
• Increase confidence to tell story of journey
  of self-management
• highlighting concepts of Importance,
  Confidence, and use of Problem-Solving
• Increase confidence to present the techniques
  of Problem-Solving, using example real life
  examples
• Increase confidence to present ambivalence as
  a normal experience for a person living with a
  long-term condition using real life examples
• Increase confidence in ability to facilitate
  skill rehearsal with actor
• Develop a plan for continued co-facilitator
  skill development

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Role of the Facilitators

• Work in small mixed groups of three or four
• Share your experiences of your own self
  management journey or your experiences of
  supporting self management
• Consider how these experiences may impact your
  role as a tutor
• Consider how you might reflect on your experience
  and describe these to delegates within a PDP
  training programme.
• 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?
• Debrief as a large group

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Experiences of the PDP and skills

• Work in different small mixed groups of three
  or four
• Discuss your successes and challenges of using
  the PDP approach
• Agree and record your top 5 successes and your
  top 5 challenges
• Discuss your successes and challenges of using
  the PDP skills
• Whole group debrief then
• Identify your learning goals for the skills
  revision session

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Individual learning agenda

• Individual learning agenda to inform skills
  revision

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Skills revision session

• 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

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Practitioner Development ProgrammeTraining for
Trainers Programme (T4T)

• Coaching feedback

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Key tools for supporting behaviour change

• 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

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Coaching definition

• Relationship and rapport is part of the process,
  safety is key
• Focus on enabling and empowering the learner
• Goal is reaching a higher level of performance

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Coaching the challenge

• Coaching and giving coaching feedback is a new
  skill for many of us
• We may need to give coaching feedback to a range
  of workforce groups
• Coaching and feedback from lay facilitators may
  be a new experience
• We need to be confident SMS practitioners,
  facilitators and coaches
• Consider your own learning needs and goals
• 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
• Having lots of examples from your own practice
  will build credibility

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Coaching the process outline

• Set learner agenda and invite goal
• Assess level of importance and confidence
• Agree process negotiate time outs and duration
• Goal is reaching a higher level of importance
• Continual process of improvement in skills and
  confidence
• Support handout available

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Coaching the process steps

• Pre performance seek learner agenda set
  goals
• Performance (negotiate time-outs and time)
• Post-performance (feedback)
• Refine learner agenda
• Re-rehearsal
• Summarisation, next steps

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Coaching the detail

• Clarify process 
• Establish learners goals
• Assess Importance and Confidence
• Set up the scenario
• Have a go 
• Pause
• Feedback, use the feedback grid (handout 2) to
  record your observations
• Have a second go and feedback again
•  

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Coaching

• Demonstration
• Small group practice

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Coaching Debrief action plan

• Whole group de-brief
• Individual action plan

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Practitioner Development ProgrammeTraining for
Trainers Programme (T4T)

• Workshop overview

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The workshops

• Briefly describe the workshops with short summary
  
• overview of key content
• Elicit questions and learning agenda

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Practitioner Development ProgrammeTraining for
Trainers Programme (T4T)

• Facilitators working in partnership

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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

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Facilitation interactive exercise

• Split into pairs with one lay and one clinical
  facilitator.
• Each pair takes an interactive exercise from the
  PDP and creates an action plan for delivery.
• One group facilitates their interactive exercise
  with the whole group.
• The participants in the exercise give
  constructive coaching feedback.

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Coaching More practice

• Small group practice

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Practitioner Development ProgrammeTraining for
Trainers Programme (T4T)

• Facilitation Presentation Skills

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Group discussion

• Essentials of good presentation
• Essential of good facilitation
• Flip chart responses

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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

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Practitioner Development ProgrammeTraining for
Trainers Programme (T4T)

• Working with Simulated Patients

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Valuable resource

• Develop rapport relationship with your
  simulated patient(s).
• Accept them as a valuable resource and as a part
  of your integrated team.
• Provide adequate training and preparation time.
• Include simulated patients for the part of the
  session debrief
• and workshop evaluation that relates to
  their role and share the evaluation
• Agree basic principles in advance such as
  feedback in role, no comment or
• judgement on learners ability to use skill
• Discuss any areas of concern on either side at
  the end of the workshop and agree action plan for
  next time

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Practitioner Development ProgrammeTraining for
Trainers Programme (T4T)

• Culture of continuous Improvement

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Personalised health/care planning, self
management support and shared decision making
Activation
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The knowledge, skills and confidence to manage
your own health and healthcare
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A supportive system

• Working in partnership
• Sharing decisions
• Planning care

Activated patients
Prepared, proactive teams
Optimal functional and clinical outcomes
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Living with a Long Term conditionUsual care is
self management
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People who live with LTCs are the ultimate
decision makers and risk takers
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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

Should I take that pill today?
Am I going to stick to that exercise regime?
Do I really want that heart operation?
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Personalised health/care planning, SMS and SDM
Shared decision making Decision aids
Scheduled follow up appointments, providing
motivational support
Scheduled care pathway, providing specific
interventions
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Continuous Quality ImprovementIs just a way of
helping an organisation to consider and
implement change
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(No Transcript)
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Understanding the problem. Knowing what youre
trying to do - clear and desirable aims and
objectives
Model for Improvement
What are we trying to
accomplish?
How will we know that a
Measuring processes and outcomes
change is an improvement?
What change can we make that
will result in improvement?
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
What hunches do we have? What can we learn as we
go along?
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Appendix 2 Self Management Questionnaire Self Management Questionnaire Self Management Questionnaire Self Management Questionnaire Self Management Questionnaire Self Management Questionnaire Self Management Questionnaire Self Management Questionnaire Self Management Questionnaire
To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions. To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions. To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions. To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions. To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions. To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions. To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions. To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions. To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions. To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions. To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions. To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions. To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions. To help us to continually improve our services we would be grateful if you would kindly answer the following 6 questions. 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? YES/ NO (please circle) HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME? YES/ NO (please circle) HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME? YES/ NO (please circle) HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME? YES/ NO (please circle) HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME? YES/ NO (please circle) HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME? YES/ NO (please circle) HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME? YES/ NO (please circle) HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME? YES/ NO (please circle) HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME? YES/ NO (please circle) HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME? YES/ NO (please circle) HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME? YES/ NO (please circle) HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME? YES/ NO (please circle) HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME? YES/ NO (please circle) HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME? YES/ NO (please circle) HAVE YOU ATTENDED A SELF-MANAGEMENT PROGRAMME? YES/ NO (please circle)
                             

                             
In your consultation today In your consultation today In your consultation today In your consultation today In your consultation today                 (please circle) (please circle)
                             
1. Did you Discuss what was most important to You in managing your own health? 1. Did you Discuss what was most important to You in managing your own health? 1. Did you Discuss what was most important to You in managing your own health? 1. Did you Discuss what was most important to You in managing your own health? 1. Did you Discuss what was most important to You in managing your own health? 1. Did you Discuss what was most important to You in managing your own health? 1. Did you Discuss what was most important to You in managing your own health? 1. Did you Discuss what was most important to You in managing your own health? 1. Did you Discuss what was most important to You in managing your own health? 1. Did you Discuss what was most important to You in managing your own health? 1. Did you Discuss what was most important to You in managing your own health? 1. Did you Discuss what was most important to You in managing your own health?   YES/ N0 YES/ N0
2. Did you Get support to set a short-term goal for yourself? 2. Did you Get support to set a short-term goal for yourself? 2. Did you Get support to set a short-term goal for yourself? 2. Did you Get support to set a short-term goal for yourself? 2. Did you Get support to set a short-term goal for yourself? 2. Did you Get support to set a short-term goal for yourself? 2. Did you Get support to set a short-term goal for yourself?             YES/ N0 YES/ N0
                             
3. Did you Arrange to discuss your progress on your short-term goal? 3. Did you Arrange to discuss your progress on your short-term goal? 3. Did you Arrange to discuss your progress on your short-term goal? 3. Did you Arrange to discuss your progress on your short-term goal? 3. Did you Arrange to discuss your progress on your short-term goal? 3. Did you Arrange to discuss your progress on your short-term goal? 3. Did you Arrange to discuss your progress on your short-term goal? 3. Did you Arrange to discuss your progress on your short-term goal? 3. Did you Arrange to discuss your progress on your short-term goal? 3. Did you Arrange to discuss your progress on your short-term goal?       YES/ N0 YES/ N0

4. How supported did you feel in managing your health? 4. How supported did you feel in managing your health? 4. How supported did you feel in managing your health? 4. How supported did you feel in managing your health? 4. How supported did you feel in managing your health? 4. How supported did you feel in managing your health? 4. How supported did you feel in managing your health? 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 10 9 8 7 6 5 4 3 2 1 0 Totally Not at all supported supported 10 9 8 7 6 5 4 3 2 1 0 Totally Not at all supported supported 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 I am confident that I can manage my health condition I am confident that I can manage my health condition I am confident that I can manage my health condition I am confident that I can manage my health condition I am confident that I can manage my health condition I am confident that I can manage my health condition I am confident that I can manage my health condition I am confident that I can manage my health condition 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 10 9 8 7 6 5 4 3 2 1 0 Strongly Strongly agree disagree 10 9 8 7 6 5 4 3 2 1 0 Strongly Strongly agree disagree 10 9 8 7 6 5 4 3 2 1 0 Strongly Strongly agree disagree
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Continuous Improvementinteractive 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

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Coaching More practice

• Small group practice

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Practitioner Development ProgrammeTraining for
Trainers Programme (T4T)

• Competency model

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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

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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

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Individual action plan

• Goal action plan
• Importance and confidence
• Potential barriers
• Problem solving
• SMART
• Confidence
• Follow up plan

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Free space

• Collaborative agenda setting for using this time

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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

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Acknowledgements

• All logos of sites and phase 1 contributors
  required these also need to be on sheet inside
  front page