How to Facilitate Lifestyle Change (eBook)

Applying Group Education in Healthcare

Amanda Avery, Kirsten Whitehead, Vanessa Halliday (Autoren)

eBook Download: PDF

2016
John Wiley & Sons (Verlag)
9781118949900 (ISBN)

Infos

Group work and patient education are vital aspects of improving health outcomes in all settings, by supporting patients and clients to manage their conditions, as well as to promote and support behaviour change for improved health.

Concise, accessible, and easy-to-read, this new title in the popular How To series is designed to support nutritionists, dietitians, nurses and other healthcare professionals to facilitate healthy lifestyle change through group education.  How to Facilitate Lifestyle Change covers the entire group education process, from initial planning, to delivery and evaluation.  Topics include agreeing aims and objectives and structuring a session, to considering practical aspects such as setting, managing challenging group members and participant expectations, as well as evaluating and refining a session plan for future use.  It also provides an overview of the key evidence base for group learning, relevant theories and models, peer support, and e-learning opportunities.

Including case studies to illustrate the real-life application of each topic, practice points, helpful checklists, and a range of practical tips, How to Facilitate Lifestyle Change is the ideal resource to support anyone involved in group patient education and facilitation of health behaviour change.

Amanda Avery, RD, Senior Fellow of the Higher Education Academy and Assistant Professor in Nutrition and Dietetics, Division of Nutritional Sciences, The University of Nottingham, UK

Vanessa Halliday, PhD, RD, Senior Fellow of the Higher Education Academy and Lecturer in Public Health, School of Health and Related Research (ScHARR), The University of Sheffield, UK

Kirsten Whitehead, PhD, RD, Senior Fellow of the Higher Education Academy and Associate Professor in Dietetics, School of Biosciences, Division of Nutritional Sciences, The University of Nottingham, UK

Inhalt

Title Page 5
Copyright Page 6
Contents 7
Foreword 10
Preface 12
Acknowledgements 14
Chapter 1 Introduction 15
1.1 Overview 15
1.2 The need for lifestyle change 15
Tobacco use 16
Unhealthy diet (and malnutrition) 16
Insufficient physical activity 17
Alcohol 18
Raised blood pressure 18
Overweight and obesity 19
Hyperinsulinaemia/hyperglycaemia/hyperlipidaemia 21
Summarizing the need for lifestyle change 22
1.3 Why group education? 22
1.4 What is the evidence for group education? 24
The ROMEO?study for people with type 2 diabetes 24
A peer support diabetes prevention programme 25
Comparing individual versus group therapy for obesity management 26
Group education for couples to reduce their risk of cardiovascular disease 26
Self-management group programme for people with arthritis 27
Group based ‘treatment’ for childhood obesity in a community setting 28
Workplace health promotion programme 29
People with serious mental health illness 30
References 31
Chapter 2 Behaviour change 35
2.1 Introduction 35
2.2 What is behaviour change? 35
2.3 Why is behaviour change so important for lifestyle change? 36
2.4 Behaviour change theory and models 36
2.5 Behaviour change interventions 39
Developing behaviour change interventions 40
2.6 Behaviour change techniques 40
Goal setting 42
Action planning 47
Stimulus control 48
Distraction 49
Social support 50
Visualization 51
Communication skills as a tool for behaviour change 51
Barriers to behaviour change 51
Possible challenges when working with healthcare professionals 54
References 55
Further reading 56
Chapter 3 What makes a good facilitator? 57
3.1 The good facilitator 58
3.2 Communication skills for a group facilitator 60
Establishing rapport 62
Active listening skills 62
Motivational interviewing in the group setting 66
Emotional intelligence 67
Importance of non-verbal communication 68
3.3 How do effective groups form? 68
Storming 69
Norming 70
Performing 70
Adjourning 71
3.4 How do different people behave in groups? 71
The importance of using non-stigmatizing communication 73
The facilitator as a role model 74
3.5 And finally… 75
References 75
Chapter 4 Planning and organization 76
4.1 Introduction 76
4.2 What are the priorities for group education? 77
4.3 Needs assessment 78
4.4 Subject areas for group education 78
4.5 Target participants 79
4.6 Recruitment 79
Recruiting patient, service user and carer participants 80
Recruiting staff participants 80
4.7 Preparing for a group education session 81
Where? Settings and venues 82
When? 84
What? 84
4.8 How to deliver a training session 88
Group size 88
Teaching methods for target participants 88
Adult or child participants 89
Learning and teaching theory 89
Writing a lesson plan 92
References 94
Further reading 95
Chapter 5 Delivering the session 96
5.1 Introduction 96
5.2 Starting the session 96
Arriving at the venue and preparation time 96
Registration 97
Welcome and introductions 97
Housekeeping 98
Icebreakers 98
Exploring hopes, fears and expectations 99
Ground rules or agreement for working together 100
5.3 Educational activities 101
Presentation slides 102
Use of questions 102
Discussion 104
Brainstorming 104
Buzz groups 106
Using multimedia (audio, text and video clips) 107
Role play and simulation 108
Case studies 111
Demonstrations and active participation 112
Games 115
Quizzes and questionnaires 115
Audience response systems 115
Self-directed out-of-session activities 116
Using the internet for group education 116
5.4 Ending a session 121
References 122
Further reading 122
Useful websites 122
Chapter 6 Resources 123
6.1 Introduction 123
6.2 Resources for inclusive education 124
6.3 Practical considerations when selecting which resources to use 124
6.4 Types of resources 126
Written paper-based resources 126
Using flip charts and white boards 128
Lay experts 129
Additional resources 129
6.5 General considerations when using resources 129
Time management 131
Health and safety 131
Copyright 131
Creative Commons licenses 132
Open education resources 132
6.6 Case studies 133
References 137
Useful websites 137
Chapter 7 Evaluation 139
7.1 Introduction 139
7.2 What is evaluation? 139
7.3 Why evaluate? 140
7.4 What to evaluate? 140
Formative evaluation 143
Process evaluation 144
Impact evaluation 144
Outcome evaluation (long term) 147
7.5 Who should evaluate? 148
Independent or external researchers 148
Facilitators themselves 148
7.6 How to evaluate: tools and methods 148
Study design 148
Evaluation methods and tools 149
Challenges with evaluation 155
Ethical issues to consider 155
Revising your session 156
Presenting your results 156
Case Studies 156
References 162
Further reading 163
Useful websites 163
Chapter 8 Managing group interaction and how to overcome challenges 164
8.1 Introduction 164
8.2 Facilitating group interaction 164
8.3 Cultural sensitivity in group education 166
8.4 How to manage discussion of sensitive subjects 167
8.5 Avoiding challenging situations 168
8.6 Working with group members that exhibit behaviours that you find challenging to manage 168
8.7 Answering questions and maintaining your credibility when challenged 171
Challenging participants’ misconceptions 172
8.8 Managing the use of mobile devices 173
8.9 Timekeeping 174
8.10 Getting people to attend 175
8.11 Group dynamics 176
Influencing group dynamics 176
8.12 Working with co-facilitators 177
What to consider when working with co-facilitators 177
References 179
Further reading 179
Chapter 9 Personal development in group facilitation skills 180
9.1 Introduction 180
9.2 Reflection 181
9.3 Peer observation 181
Collegiate Observation, Enquiry and Discussion (COED) 183
9.3 Additional training needs 186
References 188
Index 189
EULA 201

Produkt-Details

• Erscheint lt. Verlag: 19.8.2016
• Reihe/Serie: HOW - How To
• Reihe/Serie: How To
• Sprache: englisch
• Themenwelt: Medizin / Pharmazie ► Allgemeines / Lexika
• Themenwelt: Medizin / Pharmazie ► Gesundheitsfachberufe ► Diätassistenz / Ernährungsberatung
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete
• Schlagworte: Chronic • Clients • Communication • Condition • Diätetik • Diabetes • Diätetik • Dietetians • Disease • Education • Ernährung • Ernährung u. Diätetik • Ernährung • Ernährung u. Diätetik • Gesundheit, Ernährung u. Diät • Gesundheit, Ernährung u. Diät • Gesundheits- u. Sozialwesen • Group • Health • Health & Social Care • Healthcare • Health Care • Health, Diet & Nutrition • lifestyle • Management • Nutrition • Nutrition & Dietetics General • nutritionists • Obesity • patients • Public • Public Health • Public Health / Ausbildung u. Verhaltensweisen • Public Health Behavior & Education • Support • Teaching • Workers
• ISBN-13: 9781118949900 / 9781118949900