In-PREP: a new learning design framework and methodology applied to a relational care training intervention for healthca
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(2020) 20:1010
RESEARCH ARTICLE
Open Access
In-PREP: a new learning design framework and methodology applied to a relational care training intervention for healthcare assistants Heather Wharrad1* , Sophie Sarre2, Justine Schneider3, Jill Maben4, Clare Aldus5, Elaine Argyle6 and Anthony Arthur5
Abstract Background: ‘Older People’s Shoes’ is a training intervention designed for healthcare assistants (HCAs) to improve the relational care of older people in hospital. The intervention formed part of a broader evaluation, in this paper we describe its development from a learning design and methodological perspective. Methods: Learning theory and an instructional design model were key components of the In-PREP (Input, Process, Review and Evaluation, Product) development methodology used in the design of the ‘Older People’s Shoes’ training intervention to improve the delivery of relational care by front-line hospital staff. An expert panel, current evidence, and pedagogical theory were used to co-design a training programme tailored to a challenging work environment and taking account of trainees’ diverse educational experience. Peer review and process evaluation were built into the development model. Results: In-PREP provided a methodological scaffold for producing evidence-based, peer-reviewed, co-designed training. The product, ‘Older People’s Shoes’, involved a one-day Train the Trainers event, followed by delivery of a two-day, faceto-face training programme by the trainers, with accompanying handbooks underpinned by a range of digital resources. Evaluation found the approach met learner needs, was applicable in practice and won approval from trainers. Discussion: In-PREP enables high quality learning content, alignment with learner needs and a product that is relevant, practical and straightforward to implement. Keywords: Intervention development, Continuing professional development, Older people, Training, Healthcare assistants, Co-design, Relational care, Educational theory, Pedagogical design
Background The use of educational theory and instructional (pedagogical) design frameworks to guide the development of training interventions is important to ensure that the training meets the needs of the learners and to guide * Correspondence: [email protected] 1 School of Health Sciences, University of Nottingham, Nottingham NG7 2HA, UK Full list of author information is available at the end of the article
course designers. The UK’s Medical Research Council (MRC) guidance for the development of complex interventions [1], and the template for intervention description and replication (TIDieR) checklist and guide [2] have highlighted the need to pay careful attention to the design and reporting of all the elements of an intervention to permit replication and assessment of its efficacy. As part of a commissioned study titled ‘Can Health-care Assistant Training improve the relational care of older
© The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 Internatio
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