Table 1 Formulated training programme
Learning objectives | |||
|---|---|---|---|
• OPs/IPs have knowledge of factors influencing work participation • OPs/IPs have knowledge of effective interventions to reduce effect of factors negatively influencing work participation • OPs/IPs evaluate the use of a multi-component intervention at an early stage • OPs/IPs are able to increase the role of the individual through counselling and guidance • OPs/IPs are able to communicate with the employer about the reintegration plan and provide advice on the importance of social support from the workplace • OPs/IPs are able to collaborate together in the guidance and assessment of people with a chronic disease | |||
Part | Reserved time | Training activity | Aim |
Homework | Needs to be executed before the training programme: 120 min | 1: Trainees read the guideline 2: Trainees report value of the guideline 3: Trainees send case study 4: Trainees complete knowledge and skills test | 1: Trainees start with an equal level of knowledge 2: Trainees are made aware of the value of the guideline in daily practice 3: Training includes case studies which relate to daily practice 4: Trainees realize there is a discrepancy between current behaviour and behaviour according to the guideline |
Entry participants | 15 min | 1: Trainers welcome participants individually, shaking hands 2: Trainees receive a folder with the guideline, summary and programme outline | 1: Trainees feel welcome and at ease 2: Trainees are informed about training programme and guideline |
Introduction trainers and training programme | 10 min | 1: Trainers introduce themselves using a PowerPoint presentation 2: Trainers explain their aim of providing a stimulating programme with many learning opportunities 3: Trainers describe the programme | 1: Trainees are informed about the role and background of the two trainers (one OP, one IP) 2: Trainees are motivated and energized 3: Trainees are provided with structure |
Introduction participants / discuss value of guideline | 15 min | Trainees exchange names, their profession and perceived value of the guideline for four minutes with another trainee. After four minutes, trainees switch to another trainee | Trainees become acquainted with other trainees and professions. Discussion of value sets a positive norm concerning the use and value of the guideline and makes trainees realize what value the guideline may have for their work |
Coffee break | 15 min | NAa | Trainees and trainers have a moment to rest and recharge energy levels |
Value guideline | 30 min | 1: Trainers guide plenary discussion of the value of the guideline 2: Trainers guide plenary discussion of their need for knowledge in the training programme | 1: Trainees realize what value the guideline may have for their work 2: Training fits trainees’ needs as much as possible |
Factors | 30 min | 1: Trainees work in groups of four (2 OPs/2 IPs) on a case study including influential factors 2: Trainees indicate when to inventory factors on a patient journey in groups of four (2 OPs/2 IPs) | 1: Trainees recognize influential factors in a case study 2: Trainees learn when to inventory influential factors |
Interventions | 30 min | 1: Trainees work in groups of four (2 OPs/2 IPs) on a case study 2: Trainees indicate when to use interventions on a patient journey in groups of four (2 OPs/2 IPs) | 1: Trainees name and use effective interventions to change negative influential factors 2: Trainees learn that intervention should preferably occur at early stage in the patient journey |
Collaboration with employer | 40 min | 1: Trainees discuss best practices and perform a role play in pairs (1 OP/1 IP) 2: Trainees indicate when collaboration is needed on patient journey (in pairs) | 1: Trainees obtain skills to better communicate with the employer 2: Trainees learn when collaboration with the employer is important |
Lunch break | 60 min | NAa | Trainees and trainers have a moment to rest and recharge energy levels |
Structure | 5 min | Trainers explain the remaining programme | Trainees are provided with structure |
Discussion of the cases | 30 min | Trainers guide trainee plenary discussion of factors and interventions identified and the reasons for collaboration | Trainees learn from other trainees’ experiences regarding inventory of factors and interventions, and the use of collaboration |
Own role of client | 60 min | 1: Trainees watch a short film 2: Trainers introduce the subject with use of PowerPoint 3: Trainees formulate questions in pairs (either 2 OPs or 2 IPs), which may stimulate the role of individuals with a chronic disease | 1: Trainees are introduced to the idea of the client’s own role and obtain knowledge about the value of equal communication between ‘patient’ and doctor 2: Trainees obtain knowledge about the effect on the individual with a chronic disease of being given a role 3: Trainees learn how to stimulate the role of the individual with a chronic disease |
Coffee break | 20 min | NAa | Trainees and trainers have a moment to rest and recharge energy levels |
Discussion of patient journey | 20 min | Trainers guide plenary discussion regarding the patient journey | Trainees obtain knowledge about when to discuss factors and the early use of an intervention |
Individual evaluation of learning objectives | 20 min | Trainees write a letter to themselves | Trainees have a reminder of lessons learned in the training programme |
Evaluation and closing of training programme | 20 min | 1: Trainers answer any of the trainees’ remaining questions 2: Trainees evaluate training | 1: Trainees are able to share additional questions 2: Trainers acquire insight into trainees’ experiences |