General views about training: the before and after experience

1.

When you were asked to take part in the training for the pre-diabetes course, what were your expectations about how the course would differ from the newly diagnosed course?

Prompt: (e.g. learn about pre-diabetes, style, practice).

2.

After completing the training do you feel these expectations were met?

Probe:

• In what ways?

Prompt: curriculum

3.

Before you actually took part in the training, how confident were you about being able to deliver a pre-diabetes course with a 1-day training course?

4.

After completing the training day, do you feel there is a need for further training or not?

5.

Prior to the training, how confident were you about your knowledge of pre-diabetes?

6.

Having attended the training has this increased or stayed the same?

Probe:

• Why and how? (E.g. what part of the training helped, if at all?)

Specific aspects of training

7.

Do you feel there is a need for opportunities to practise beyond the days that have decided in November and December 2007 or not?

8.

How did you find the timing of the course?

9.

How did you find the level of training? Prompt: easy, difficult or appropriate/just right.

Probe: Why?

10.

Do you think the pre-diabetes training differed in any way to the standard DESMOND training course you have attended?

Probe: In what ways?

• Pleased or unhappy with any aspects, discuss these.

11.

What do you think the key messages of a pre-diabetes course for patients?

12.

Do you think the content of the curriculum addresses these key messages or not?

Probe:

• Explore reasons for the response (e.g. specific aspects or generally).

13.

Do you feel that you will have enough time to familiarise yourself with the resources or not?

14.

In a moment I will take you through specific parts of the training day, can you tell me what you found useful or not useful and why?

Probe:

• Informative.
• Helpful/unhelpful for delivery.
  1. Development of the pre-diabetes module.
  2. Philosophy and educator behaviour.
  3. Individual and group work exercise to go through the curriculum to make it suitable for patients with pre-diabetes.
  4. Guided tour through curriculum and key messages.
  5. Preparation for ‘doing it’ for pre-diabetes.
  6. ‘Doing it’- Physical activity- E.
     • Professional Story C1 V.
     • Probe:
       • Do you feel that you will be able to deliver the physical activity game or not?
       • How well do you feel the game contributes to patient learning objectives?
       • Why? In what ways?
  7. Reflection, confidence and action planning.

  15.

  This course is going to be delivered to South Asian communities using interpreters, are there any particular issues that you feel that you would like some help/support/training on or not?

  16.

  Do you think it will be difficult or easy to remember that you will be delivering to pre-diabetes patients rather than newly diagnosed patients?