{"product_id":"training-to-change-practice-isbn-9781119833482","title":"Training to Change Practice","description":"\u003cp\u003e\u003ci\u003eBehavioural science to develop effective health professional education\u003c\/i\u003e serves as a practical guide in the cutting-edge area of health professional education and behavioural science. This textbook will provide practical evidence-based guidance to enhance the real world impact of your health professional training, \u003c\/p\u003e\u003cp\u003eTo aid in seamless reader comprehension, chapters work through clear step by step stages, with boxes to verify understanding, along with examples to work through and links to further reading if readers want to understand more about underlying theory. The book also contains a series of templates which can be adapted for use by the reader. \u003c\/p\u003e\u003cp\u003eSample topics covered in \u003ci\u003eBehavioural Science to develop effective health professional education\u003c\/i\u003e include: \u003c\/p\u003e\u003cul\u003e \u003cli\u003eEducation and training as a behaviour change intervention, covering language of learning and behaviour change, with examples of behaviour change intervention approaches\u003c\/li\u003e \u003cli\u003eDefining the behaviours that you want to change, intended behavioural outcomes (IBOs), and specifying your IBOs\u003c\/li\u003e \u003cli\u003eExploring the influences on behaviours, covering Influences on practice, and how to explore influences on each IBO\u003c\/li\u003e \u003cli\u003eDeveloping training to change behaviour, covering active ingredients of behaviour change activities, and the process of creating behaviourally informed training\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eFor postgraduate and undergraduate health professional courses, continuing professional development providers, and providers of health professional training in medicine, nursing, dentistry, and allied health professions, \u003ci\u003eBehavioural Science to develop effective health professional education\u003c\/i\u003e is an essential resource on the subject that helps make education and training more effective. \u003c\/p\u003e\u003cp\u003eContents\u003c\/p\u003e \u003cp\u003eForeword ix\u003c\/p\u003e \u003cp\u003eAcknowledgements xi\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 1 Education and Training as a Behaviour Change Intervention 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eJo Hart, Lucie Byrne-Davis, Wendy Maltinsky, Eleanor Bull, Nicola McCleary and Chris Armitage\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Continuing Professional Development? 2\u003c\/p\u003e \u003cp\u003eThe Purpose(s) of CPD 2\u003c\/p\u003e \u003cp\u003eThe Challenges of Changing Practice through CPD 3\u003c\/p\u003e \u003cp\u003eImportant Concepts and Theories 4\u003c\/p\u003e \u003cp\u003eMiller’s Pyramid 4\u003c\/p\u003e \u003cp\u003eFigure 1: The interaction of capability, opportunity, motivation and Miller’s Pyramid 5\u003c\/p\u003e \u003cp\u003eA Shared Theoretical Language 6\u003c\/p\u003e \u003cp\u003eWhy Think about Behavioural Theory? 7\u003c\/p\u003e \u003cp\u003eThe COM-B Framework 8\u003c\/p\u003e \u003cp\u003eFigure 2: Influences on behaviour mapped to capability, opportunity and motivation 8\u003c\/p\u003e \u003cp\u003eA Focus on Motivation 9\u003c\/p\u003e \u003cp\u003eWhy Is Behavioural Science Important? 10\u003c\/p\u003e \u003cp\u003eEffective and Enjoyable Training 10\u003c\/p\u003e \u003cp\u003ePrinciples for Effective Training 11\u003c\/p\u003e \u003cp\u003ePrinciple 1. Starting from Where Learners Are 11\u003c\/p\u003e \u003cp\u003ePrinciple 2. Working in Partnership 11\u003c\/p\u003e \u003cp\u003ePrinciple 3. Interactive\/Active Learning 12\u003c\/p\u003e \u003cp\u003ePrinciple 4. Communication 13\u003c\/p\u003e \u003cp\u003ePrinciple 5. A Collaborative Learning Environment 13\u003c\/p\u003e \u003cp\u003ePrinciple 6. Individual and Group Voices 14\u003c\/p\u003e \u003cp\u003ePrinciple 7. Time for Reflection 15\u003c\/p\u003e \u003cp\u003eCheck Your Understanding and Reflect 15\u003c\/p\u003e \u003cp\u003eUseful Links and Further Reading 16\u003c\/p\u003e \u003cp\u003eBehavioural theories and types of behaviours 16\u003c\/p\u003e \u003cp\u003eDual processing 16\u003c\/p\u003e \u003cp\u003eThe COM-B Framework 16\u003c\/p\u003e \u003cp\u003ePRIME Theory and other briefings on behaviour change 16\u003c\/p\u003e \u003cp\u003eReferences 16\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 2 Defining the Behaviours That You Want to Change 20\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eJo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 21\u003c\/p\u003e \u003cp\u003eDeveloping a Theory of Change 22\u003c\/p\u003e \u003cp\u003eTips and examples 22\u003c\/p\u003e \u003cp\u003eIntended Behavioural Outcomes (IBOs) 23\u003c\/p\u003e \u003cp\u003eTips and examples 24\u003c\/p\u003e \u003cp\u003eHow to Develop IBOs 24\u003c\/p\u003e \u003cp\u003eTips and examples: Topic guide and cues for a behavioural specification focus group 26\u003c\/p\u003e \u003cp\u003eWhat Does the Evidence Say? 26\u003c\/p\u003e \u003cp\u003eChoosing the IBOs on Which to Focus 27\u003c\/p\u003e \u003cp\u003eWhose IBOs Are They? 27\u003c\/p\u003e \u003cp\u003eCheck Your Understanding 28\u003c\/p\u003e \u003cp\u003eUseful Links and Further Reading 28\u003c\/p\u003e \u003cp\u003eDeveloping A Theory of Change 28\u003c\/p\u003e \u003cp\u003eReferences 29\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 3 Exploring the Influences on Behaviours 30\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eJo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eInfluences on Practice 31\u003c\/p\u003e \u003cp\u003eFigure 3: The COM-B framework 31\u003c\/p\u003e \u003cp\u003eCapability 31\u003c\/p\u003e \u003cp\u003eTips and examples 31\u003c\/p\u003e \u003cp\u003eOpportunity 31\u003c\/p\u003e \u003cp\u003eTips and examples 32\u003c\/p\u003e \u003cp\u003eMotivation 32\u003c\/p\u003e \u003cp\u003eTips and examples 32\u003c\/p\u003e \u003cp\u003eHow to Explore Influences on Each IBO 32\u003c\/p\u003e \u003cp\u003eBefore Developing CPD 33\u003c\/p\u003e \u003cp\u003eTips and examples 33\u003c\/p\u003e \u003cp\u003eTips and examples 35\u003c\/p\u003e \u003cp\u003eDuring CPD 35\u003c\/p\u003e \u003cp\u003eCheck Your Understanding and Reflect 36\u003c\/p\u003e \u003cp\u003eFurther Reading 36\u003c\/p\u003e \u003cp\u003eMore About Exploring Influences on Behaviour 36\u003c\/p\u003e \u003cp\u003eReferences 36\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 4 Developing CPD to Change Behaviour 38\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eJo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Active Ingredients of Behaviour Change Activities 39\u003c\/p\u003e \u003cp\u003eReminder: What is COM-B Again? 39\u003c\/p\u003e \u003cp\u003eBCTs and Communication Skills in Education and Training 40\u003c\/p\u003e \u003cp\u003eTips and examples 40\u003c\/p\u003e \u003cp\u003eHow to Develop Your Training Activities 41\u003c\/p\u003e \u003cp\u003eCapability 44\u003c\/p\u003e \u003cp\u003eWhat Does the Evidence Say? 45\u003c\/p\u003e \u003cp\u003eFigure 4: The Johari Window 45\u003c\/p\u003e \u003cp\u003eTips and examples 45\u003c\/p\u003e \u003cp\u003eFigure 5: Post-it notes to illustrate an effective practitioner 46\u003c\/p\u003e \u003cp\u003eBuilding Psychological Capability 47\u003c\/p\u003e \u003cp\u003eTips and examples 47\u003c\/p\u003e \u003cp\u003eBuilding Physical Capability 48\u003c\/p\u003e \u003cp\u003eFigure 6: A cycle for physical capability improvement (learning a skill) 49\u003c\/p\u003e \u003cp\u003eTips and examples 49\u003c\/p\u003e \u003cp\u003eOpportunity 50\u003c\/p\u003e \u003cp\u003eBuilding Physical Opportunity 50\u003c\/p\u003e \u003cp\u003e\u003ci\u003eTips and examples\u003c\/i\u003e 51\u003c\/p\u003e \u003cp\u003eAn Appreciative Inquiry Approach 52\u003c\/p\u003e \u003cp\u003eBuilding Social Opportunity 52\u003c\/p\u003e \u003cp\u003eTips and examples 53\u003c\/p\u003e \u003cp\u003eTips and examples 53\u003c\/p\u003e \u003cp\u003eFigure 7: Comic book strip 54\u003c\/p\u003e \u003cp\u003eMotivation 55\u003c\/p\u003e \u003cp\u003eBuilding Reflective Motivation 55\u003c\/p\u003e \u003cp\u003eTips and examples 56\u003c\/p\u003e \u003cp\u003eBuilding Automatic Motivation 56\u003c\/p\u003e \u003cp\u003eTips and examples 57\u003c\/p\u003e \u003cp\u003ePlanning the ‘How’ of Your Training 57\u003c\/p\u003e \u003cp\u003eConsider Space 57\u003c\/p\u003e \u003cp\u003eConsider Numbers 58\u003c\/p\u003e \u003cp\u003eConsider Acoustics and Visuals 58\u003c\/p\u003e \u003cp\u003eConsider Time 58\u003c\/p\u003e \u003cp\u003eConsider Dynamics 58\u003c\/p\u003e \u003cp\u003eConsider Technical Equipment and Skills 59\u003c\/p\u003e \u003cp\u003eConsider Administrative Support 59\u003c\/p\u003e \u003cp\u003eConsider Refreshments 59\u003c\/p\u003e \u003cp\u003eConsider Culture\/Contexts\/Countries 59\u003c\/p\u003e \u003cp\u003eOnline 60\u003c\/p\u003e \u003cp\u003eBlended Learning – Synchronous and Asynchronous 61\u003c\/p\u003e \u003cp\u003eFigure 8: Considerations for a blending learning course 62\u003c\/p\u003e \u003cp\u003eThe Building Blocks of Your Training 63\u003c\/p\u003e \u003cp\u003eFigure 9: Overview of training structure 63\u003c\/p\u003e \u003cp\u003eIntroductions 63\u003c\/p\u003e \u003cp\u003eWelcoming 63\u003c\/p\u003e \u003cp\u003eIntroductory Activities 64\u003c\/p\u003e \u003cp\u003eTrainee Introductions 64\u003c\/p\u003e \u003cp\u003eCreate Name-Plates 64\u003c\/p\u003e \u003cp\u003eIntroductory Bingo 65\u003c\/p\u003e \u003cp\u003eIntroduce Your Neighbour 65\u003c\/p\u003e \u003cp\u003eThrow the Soft Toy 65\u003c\/p\u003e \u003cp\u003eGroup Agreements 65\u003c\/p\u003e \u003cp\u003eCourse Expectations, Hopes and Fears 66\u003c\/p\u003e \u003cp\u003eBalancing Training Energy 66\u003c\/p\u003e \u003cp\u003eEndings: Reflection, Action Planning and Evaluation 67\u003c\/p\u003e \u003cp\u003eCheck Your Understanding and Reflect 67\u003c\/p\u003e \u003cp\u003eFurther Reading 68\u003c\/p\u003e \u003cp\u003eReferences 68\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 5 Assessing and Evaluating 70\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eJo Hart, Lucie Byrne-Davis, Wendy Maltinsky and Eleanor Bull\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eProcess vs. Outcome 71\u003c\/p\u003e \u003cp\u003eWhy Are You Evaluating? 72\u003c\/p\u003e \u003cp\u003eTheories and Frameworks to Help Us Evaluate 72\u003c\/p\u003e \u003cp\u003eThe Kirkpatrick Model 73\u003c\/p\u003e \u003cp\u003eTips and examples 73\u003c\/p\u003e \u003cp\u003eEvaluation of Complex Interventions 74\u003c\/p\u003e \u003cp\u003eAssessing Behavioural Influences 75\u003c\/p\u003e \u003cp\u003eTopic guide 76\u003c\/p\u003e \u003cp\u003eFigure 10: Topic guide example for interviews about the impact of a course on practice at follow-up 76\u003c\/p\u003e \u003cp\u003eAssessing Behaviour 78\u003c\/p\u003e \u003cp\u003eCheck Your Understanding 79\u003c\/p\u003e \u003cp\u003eFurther Reading 79\u003c\/p\u003e \u003cp\u003eReferences 80\u003c\/p\u003e \u003cp\u003eGuides 81\u003c\/p\u003e \u003cp\u003eSample Training Plans 81\u003c\/p\u003e \u003cp\u003eAims 88\u003c\/p\u003e \u003cp\u003eTips and Examples: Setting up A Session 88\u003c\/p\u003e \u003cp\u003eCards for Change 94\u003c\/p\u003e Index 111 \u003cp\u003e\u003cb\u003eJo Hart\u003c\/b\u003e, Professor of Health Professional Education, Division of Medical Education, University of Manchester, UK.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLucie Byrne-Davis\u003c\/b\u003e, Professor of Health Psychology, Division of Medical Education, University of Manchester, UK.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eWendy Maltinsky\u003c\/b\u003e, Senior Lecturer, Division of Psychology, Faculty of Natural Sciences, University of Stirling, UK.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEleanor Bull\u003c\/b\u003e, Senior Health Psychologist, Manchester University NHS Foundation Trust and Derbyshire County Council, UK; Honorary Senior Lecturer, Division of Medical Education, University of Manchester, UK.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990404382949,"sku":"NP9781119833482","price":50.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119833482.jpg?v=1761787693","url":"https:\/\/k12savings.com\/es\/products\/training-to-change-practice-isbn-9781119833482","provider":"K12savings","version":"1.0","type":"link"}