Table 2 Summary of content in type A and type B facilitator development programmes
Day | Type A (3 days) | Type B (5 days) |
|---|---|---|
1 | • Introduction and overview • What we know about getting evidence into practice • The evidence for managing urinary incontinence • Implementing guideline recommendations within a local context • Reflection and evaluation | • Understanding about the vision, purpose, structure, facilitation and learning processes of Type B facilitation programme • Use of research evidence in practice, the nature of context (including workplace culture, type of leadership, evaluation) and facilitation and that these things are related • Clarity about nature of the intervention and support from a subject (continence) specialist |
2 | • Review of day 1 • The knowledge translation toolkit: ο The facilitator role ο Agreeing aims and planning for implementation ο Auditing practice ο Acting on the results of audit • Reflection and evaluation | • Gaining a grasp of the FIRE evaluation framework and the IF role within it • Contextualisation of FIRE evaluation framework in the IFs own setting • Understanding of different types of data and stakeholder engagement for different purposes • Appreciation of how evaluation increases the potential for collaboration, inclusion and participation (CIP) |
3 | • Review of day 2 • Developing and presenting individual implementation plans • Agreeing the next steps and the time-plan for the 12 months of the intervention • Final reflections and evaluation | • Identification of the skills, tools and resources that are relevant to the IFs context • Understanding how to acquire skills, tools and resources in the IFs context to facilitate implementation of evidence in their setting • Development of targeted use of different approaches • Appreciation of the need to create the conditions for transformation • Recognition of the need to nurture self as a facilitator as facilitation is a long-term activity and change can be slow • Development of strategies to deal with turbulence in the IFs context |
4 | • Hearing, seeing and embracing the patterns of working collectively and not getting distracted • Translate the role of the facilitator into enabling of different forms of engagement among teams and organisations • Explore tools for meaningful engagement and collective meaningful action • Identify essential processes for enabling engagement and the sustaining of culture change | |
5 | • Be able to articulate the language in the facilitation journey and how this language will be translated into practice in the IFs context • Be equipped with the necessary knowledge and skills to commence the journey of facilitating evidence-informed continence care into practice • Understand how to make use of the tools and processes experienced during this course in the IFs own practice context and be able to adjust their use according to context • Identify what the first steps are and what the IF ‘will do on Monday morning’ to get started with facilitating the guidelines into practice |