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

Phuong Leung (Division of Psychiatry, University College London, London, UK)
Emese Csipke (Division of Psychiatry, University College London, London, UK)
Lauren Yates (Department of Clinical, Educational and Health Psychology at University College London, London, UK)
Linda Birt (School of Health Sciences, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, UK)
Martin Orrell (Division of Psychiatry and Applied Psychology, Institute of Mental Health, University of Nottingham, Nottingham, UK)

The Journal of Mental Health Training, Education and Practice

ISSN: 1755-6228

Article publication date: 28 May 2021

Issue publication date: 27 July 2021

134

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 and 2) evaluation phase drew on the Kirkpatrick’s evaluation model. Survey and interview data was collected from health professionals, people with dementia and their supporters who attended the training programme, delivered or participated in the intervention. Qualitative data was analysed using the framework analysis.

Findings

Seven health professionals participated in consultations in the development phase. In the evaluation phase, 20 intervention facilitators completed the post one-day training evaluations and three took part in the intervention interviews. Eight people with dementia and their supporters from the promoting independence in dementia 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.

Keywords

Citation

Leung, P., Csipke, E., Yates, L., Birt, L. and Orrell, M. (2021), "Collaborative knowledge sharing in developing and evaluating a training programme for health professionals to implement a social intervention in dementia research", The Journal of Mental Health Training, Education and Practice, Vol. 16 No. 4, pp. 269-284. https://doi.org/10.1108/JMHTEP-10-2020-0071

Publisher

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Emerald Publishing Limited

Copyright © 2021, Emerald Publishing Limited

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