Table 3.
Determinants, methods and practical applications of the traininga
| Determinants | Theory-based methods | Practical applications |
|---|---|---|
| Awareness | Self-reflection | Introductory inspirational talk/group discussion/written assignment/feedback on home assignment |
| Persuasive communication | Overall aim of the training programme is stated: ensuring client autonomy by enhancing lifestyle and focusing on physical activity and fruit and vegetable intake | |
| Exploration of which preventive activities workers already engage in with regard to physical activity and fruit and vegetable intake | ||
| Positive reinforcement | Feedback on home assignment and experiences of starting a dialogue with the client about lifestyle | |
| Knowledge | Information delivery (passive learning) | Lecture/written assignment/written information/game of statements |
| Information processing (active learning) | Early detection of risk behaviour in the client | |
| Guidelines for physical activity and fruit and vegetable intake in older adults | ||
| How to manage client barriers | ||
| Presentation of theory of communication skills, Stages Of Change and written information in the training | ||
| Knowledge of several disorders and recommended nutrition and physical activity for these | ||
| Information on facilities and possibilities for clients to enhance lifestyle so that the HHC worker can advise them | ||
| Self-efficacy | Feedback/Instruction | Written assignment/group discussion/lecture/practical assignment |
| Modelling | Exploration of the preventive activities the HHC workers have provided and their experiences during training sessions and work meetings Reflection on how the HHC workers deal with complex issues and how colleagues cope with this HHC workers will develop a plan of actions they will undertake in the client setting |
|
| Goal-setting | ||
| Attitude | Information delivery (passive learning) | Lecture/game of statements |
| Information processing (active learning) | The importance of prevention focused on physical activity and intake of fruit and vegetables is explained | |
| Feedback | Feedback on the efforts the HHC workers have made and compliments on successes during training sessions and work meetings | |
| Skills | Modelling | Learn from colleagues by observing them practising communication skills |
| Guided practice | Practising communication skills with colleagues using the information given in the lecture | |
| Social influence | Support from work organization | Group discussion/practical assignment/policy/protocol |
| Exchange experiences in providing prevention during work meetings | ||
| Modelling | HHC worker and colleagues explore which preventive activities they already provide in the area of physical activity and fruit and vegetable intake | |
| Integrate the process of engaging in preventive actions in the HHC organization |
aWorkers were fully involved in the development of the content of the training programme and the teaching strategies used