A process evaluation using a Self Determination Theory measure of the co-delivery of self management training by clinicians and by lay tutors

S. Sharma; Louise M. Wallace; Joanna Kosmala-Anderson; Andrew P. Turner

doi:10.1016/j.pec.2012.09.002

A process evaluation using a Self Determination Theory measure of the co-delivery of self management training by clinicians and by lay tutors

S. Sharma, Louise M. Wallace, Joanna Kosmala-Anderson, Andrew P. Turner

Research output: Contribution to journal › Article

7 Citations (Scopus)

Abstract

Objective: To evaluate the co-delivery style of lay and clinician co-tutors of courses for patients, and courses for clinicians to support their patients' self-management skills. Methods: Motivational style of course delivery was assessed in 37 patient course sessions and 14 clinician workshops by independent observers using four Self Determination Theory rating scales and ethnographic notes. Forty-five tutors and 35 attendees were interviewed about their experience of co-delivered courses. Results: Lay and clinician tutors had similar motivational styles, with significant differences between the four motivational style scales; patient courses (F(3, 216)=3.437, p=.018); and clinician courses (F(3, 78)=3.37, p=.025).The courses were experienced as co productive in style as suggested during interviews, but adherence to manuals limited the tutors' contributions. Lay and clinician tutors scored higher on providing structure and engaging participants than they scored on supporting autonomous decision making and involvement. Conclusion: Co-delivery was a successful model, affording opportunities to demonstrate co-production skills. Practice implications: There is more scope to enable lay and clinician tutors to use their respective expertise in supporting self-management, and for tutor training to encourage a less didactic delivery style.

Original language	English
Pages (from-to)	38-45
Journal	Patient Education and Counseling
Volume	90
Issue number	1
DOIs	https://doi.org/10.1016/j.pec.2012.09.002
Publication status	Published - 2013

Bibliographical note

The full text of this item is not available from the repository.
NOTICE: this is the author’s version of a work that was accepted for publication in Patient Education and Counseling. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Patient Education and Counseling [Vol 90, Issue 1 (2013)]. DOI: 10.1016/j.pec.2012.09.002.

Keywords

chronic conditions
clinician training
co-delivery
co-production
lay tutor
patient-centred
self-care
self-management
self-management training

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10.1016/j.pec.2012.09.002

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title = "A process evaluation using a Self Determination Theory measure of the co-delivery of self management training by clinicians and by lay tutors",

abstract = "Objective: To evaluate the co-delivery style of lay and clinician co-tutors of courses for patients, and courses for clinicians to support their patients' self-management skills. Methods: Motivational style of course delivery was assessed in 37 patient course sessions and 14 clinician workshops by independent observers using four Self Determination Theory rating scales and ethnographic notes. Forty-five tutors and 35 attendees were interviewed about their experience of co-delivered courses. Results: Lay and clinician tutors had similar motivational styles, with significant differences between the four motivational style scales; patient courses (F(3, 216)=3.437, p=.018); and clinician courses (F(3, 78)=3.37, p=.025).The courses were experienced as co productive in style as suggested during interviews, but adherence to manuals limited the tutors' contributions. Lay and clinician tutors scored higher on providing structure and engaging participants than they scored on supporting autonomous decision making and involvement. Conclusion: Co-delivery was a successful model, affording opportunities to demonstrate co-production skills. Practice implications: There is more scope to enable lay and clinician tutors to use their respective expertise in supporting self-management, and for tutor training to encourage a less didactic delivery style. ",

keywords = "chronic conditions, clinician training, co-delivery, co-production, lay tutor, patient-centred, self-care, self-management, self-management training",

author = "S. Sharma and Wallace, {Louise M.} and Joanna Kosmala-Anderson and Turner, {Andrew P.}",

note = "The full text of this item is not available from the repository. NOTICE: this is the author{\textquoteright}s version of a work that was accepted for publication in Patient Education and Counseling. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Patient Education and Counseling [Vol 90, Issue 1 (2013)]. DOI: 10.1016/j.pec.2012.09.002.",

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AU - Wallace, Louise M.

AU - Kosmala-Anderson, Joanna

AU - Turner, Andrew P.

N1 - The full text of this item is not available from the repository. NOTICE: this is the author’s version of a work that was accepted for publication in Patient Education and Counseling. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Patient Education and Counseling [Vol 90, Issue 1 (2013)]. DOI: 10.1016/j.pec.2012.09.002.

PY - 2013

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N2 - Objective: To evaluate the co-delivery style of lay and clinician co-tutors of courses for patients, and courses for clinicians to support their patients' self-management skills. Methods: Motivational style of course delivery was assessed in 37 patient course sessions and 14 clinician workshops by independent observers using four Self Determination Theory rating scales and ethnographic notes. Forty-five tutors and 35 attendees were interviewed about their experience of co-delivered courses. Results: Lay and clinician tutors had similar motivational styles, with significant differences between the four motivational style scales; patient courses (F(3, 216)=3.437, p=.018); and clinician courses (F(3, 78)=3.37, p=.025).The courses were experienced as co productive in style as suggested during interviews, but adherence to manuals limited the tutors' contributions. Lay and clinician tutors scored higher on providing structure and engaging participants than they scored on supporting autonomous decision making and involvement. Conclusion: Co-delivery was a successful model, affording opportunities to demonstrate co-production skills. Practice implications: There is more scope to enable lay and clinician tutors to use their respective expertise in supporting self-management, and for tutor training to encourage a less didactic delivery style.

AB - Objective: To evaluate the co-delivery style of lay and clinician co-tutors of courses for patients, and courses for clinicians to support their patients' self-management skills. Methods: Motivational style of course delivery was assessed in 37 patient course sessions and 14 clinician workshops by independent observers using four Self Determination Theory rating scales and ethnographic notes. Forty-five tutors and 35 attendees were interviewed about their experience of co-delivered courses. Results: Lay and clinician tutors had similar motivational styles, with significant differences between the four motivational style scales; patient courses (F(3, 216)=3.437, p=.018); and clinician courses (F(3, 78)=3.37, p=.025).The courses were experienced as co productive in style as suggested during interviews, but adherence to manuals limited the tutors' contributions. Lay and clinician tutors scored higher on providing structure and engaging participants than they scored on supporting autonomous decision making and involvement. Conclusion: Co-delivery was a successful model, affording opportunities to demonstrate co-production skills. Practice implications: There is more scope to enable lay and clinician tutors to use their respective expertise in supporting self-management, and for tutor training to encourage a less didactic delivery style.

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KW - lay tutor

KW - patient-centred

KW - self-care

KW - self-management

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JO - Patient Education and Counseling

JF - Patient Education and Counseling

IS - 1

ER -

A process evaluation using a Self Determination Theory measure of the co-delivery of self management training by clinicians and by lay tutors

Abstract

Bibliographical note

Keywords

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