Behavior change techniques in health professional training: developing a coding tool

Abstract

Results 37 BCTs were identified in phase one, a further four in phase two and a further two in phase three. The final e-tool comprised 43 BCTs with examples of their use based on course observations to aid identification, since educators fed back that they would value an uncomplicated tool with practice-related examples. Conclusions A coding tool to understand the active ingredients in health professional CPD could enable educators to maximise the impact of CPD on practice. Further work should explore whether educators themselves are able to use the tool to code their training interventions.

Improving community health and social care practitioners’ confidence, perceived competence and intention to use behaviour change techniques in health behaviour change conversations

“…Other techniques were more specifically focussed on behaviour change, such as graded task difficulty as the course progressed to improve accuracy, to fluency, automaticity and eventually generalisation of skills and maintenance (Haring & Eaton, 1978). Increasingly, providers of emergency medical CPD courses recognise that their courses aim to change behaviour as well as enhance knowledge (Bull, Dharni, Byrne‐Davis, & Hart, 2017; Pearson, Byrne‐Davis, Bull, & Hart, 2018). Encouragingly, like in this course, such providers are beginning to explicitly focus on the behavioural targets of training and to incorporate action‐focussed BCTs such as Problem Solving (Gollwitzer, 1999) to help participants identify and overcome future barriers to implementing learning in their real‐life context (Byrne‐Davis et al., 2017, Pearson, Byrne‐Davis, Bull, & Hart, 2018, p.49).…”

“…Increasingly, providers of emergency medical CPD courses recognise that their courses aim to change behaviour as well as enhance knowledge (Bull, Dharni, Byrne‐Davis, & Hart, 2017; Pearson, Byrne‐Davis, Bull, & Hart, 2018). Encouragingly, like in this course, such providers are beginning to explicitly focus on the behavioural targets of training and to incorporate action‐focussed BCTs such as Problem Solving (Gollwitzer, 1999) to help participants identify and overcome future barriers to implementing learning in their real‐life context (Byrne‐Davis et al., 2017, Pearson, Byrne‐Davis, Bull, & Hart, 2018, p.49). Whilst time pressures in training are ever‐present, the blended learning approach meant that underlying knowledge could be taught ahead of time online.…”

Enhancing the translation of health behaviour change research into practice: a selective conceptual review of the synergy between implementation science and health psychology

“…There are already many implementation interventions to improve healthcare professional behaviours. Given the infrastructure, personnel, and relationships required for some implementation interventions, another way in which health psychology has contributed is in optimising existing implementation interventions with behaviour change approaches (Pearson et al, 2020). Explicitly describing an implementation intervention's components, theoretical underpinning and causal assumptions facilitates external scrutiny and more effective evaluation (Moore et al, 2015).…”

Effectiveness of a Theory- and Web-Based Adaptive Implementation Intervention on Nurses’ and Nursing Students’ Intentions to Provide Brief Counseling: Protocol for a Randomized Controlled Trial

“…However, the intervention may also affect other sociocognitive determinants (eg, attitude, behavioral beliefs). To change these determinants, E_MOTIV B includes 6 strategies frequently used in nursing education [ 31 ].…”