Collaborative knowledge sharing in developing and evaluating a training programme for health professionals to implement a social intervention in dementia research

Leung, Phoung, Csipke, Emese, Yates, Lauren, Birt, Linda and Orrell, Martin (2021) Collaborative knowledge sharing in developing and evaluating a training programme for health professionals to implement a social intervention in dementia research. Journal of Mental Health Training, Education and Practice. ISSN 1755-6228 (In Press)

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Abstract

Purpose - This study aims to explore the utility of collaborative knowledge sharing with stakeholders in developing and evaluating a training programme for health professionals to implement a social intervention in dementia research. Design/methodology/approach - The programme consisted of two phases: 1) Development phase guided by the Buckley and Caple’s training model 2) Evaluation phase drew on the Kirkpatrick’s evaluation model. Survey and interview data were collected from health professionals, people with dementia and their supporters who attended the training programme, delivered, or participated in the intervention. Qualitative data were analysed using the framework analysis. Findings – Seven health professionals participated in consultations in the development phase. In evaluation phrase, twenty-six intervention facilitators were recruited. Twenty completed the post one-day training evaluations and three took part in the post intervention interviews. Eight people with dementia and their supporters from the Promoting Independence in Dementia (PRIDE) feasibility study participated in focus groups interviews. The findings show that intervention facilitators were satisfied with the training programme. They learnt new knowledge and skills through an interactive learning environment and demonstrated competencies in motivating people with dementia to engage in the intervention. As a result, this training programme was feasible to train intervention facilitators. Practical implications – The findings could be implemented in other research training contexts where those delivering research interventions have professional skills but do not have knowledge of the theories and protocols of a research intervention. Originality/value – This study provided insights into the value of collaborative knowledge sharing between academic researchers and multiple non-academic stakeholders that generated knowledge and maximised power through building new capacities and alliances.

Item Type: Article
Faculty \ School: Faculty of Medicine and Health Sciences > School of Health Sciences
Depositing User: LivePure Connector
Date Deposited: 12 Apr 2021 23:48
Last Modified: 12 Apr 2021 23:48
URI: https://ueaeprints.uea.ac.uk/id/eprint/79678
DOI: 10.1108/JMHTEP-10-2020-0071

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