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dc.contributor.authorOrrell, Martin
dc.date.accessioned2021-07-27T10:28:54Z
dc.date.available2021-07-27T10:28:54Z
dc.date.issued2021
dc.identifier.citationLeung, P., Csipke, E., Yates, L., Birt, L. & Orrell, M. (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, 16(4), pp. 269-284.en_US
dc.identifier.other10.1108/JMHTEP-10-2020-0071
dc.identifier.urihttp://hdl.handle.net/20.500.12904/14710
dc.description.abstractPurpose: 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. © 2021, Emerald Publishing Limited.
dc.description.urihttps://www.emerald.com/insight/content/doi/10.1108/JMHTEP-10-2020-0071/full/html
dc.language.isoenen_US
dc.subjectDementiaen_US
dc.subjectHealth personnelen_US
dc.titleCollaborative knowledge sharing in developing and evaluating a training programme for health professionals to implement a social intervention in dementia researchen_US
rioxxterms.funderDefault funderen_US
rioxxterms.identifier.projectDefault projecten_US
rioxxterms.versionNAen_US
rioxxterms.typeJournal Article/Reviewen_US
refterms.panelUnspecifieden_US
refterms.dateFirstOnline2021-05-28
html.description.abstractPurpose: 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. © 2021, Emerald Publishing Limited.en_US
rioxxterms.funder.project94a427429a5bcfef7dd04c33360d80cden_US


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