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Assessing a quality assurance tool used to assess educator delivery of a structured self-management education programme: A Case Study

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posted on 30.11.2016, 15:04 by Susan Cradock
Background: Recommendations for assessing quality delivery of self-management support interventions for those with long-term conditions, like DESMOND in Type 2 Diabetes, encourage use of direct observation methods. Aim: Using the DESMOND programme as a case study, this study assessed aspects of effectiveness of the original assessment tool used to observe educator delivery. Method: A mixed methods approach was used to: (1) Assess the consistency of the original assessment tool with the programmes’ underlying theories and philosophy, (2) Develop a revised assessment tool suitable for assessing the delivery of DESMOND, (3) assess the reliability of the revised tool and (4) describe DESMOND delivery in relation to the revised tool. Results: (1) The original DESMOND assessment tool demonstrated good theoretical content validity. (2) The revised tool consisted of 39 core DESMOND and NONDESMOND congruent behaviours. (3) Inter-rater reliability of the tool was assessed as moderate. (4) Educators used a number of DESMOND congruent behaviours in their delivery of the programme, but also many NON-DESMOND congruent behaviours. The reasons for this were related to time, professional responsibilities and lack of confidence in knowing when and how to use the DESMOND behaviours. Conclusions: Current tools used to observe a nationwide structured self-management programme delivery are complex. A stepwise approach can be utilised to improve the validity of these and similar tools. Training needs of both assessors and educators can be identified using structured observation tools.

History

Supervisor(s)

Eborall, Helen; Baker, Richard

Date of award

24/11/2016

Author affiliation

Department of Health Sciences

Awarding institution

University of Leicester

Qualification level

Doctoral

Qualification name

PhD

Language

en

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