Delivering an iterative Communication Partner Training programme to multidisciplinary healthcare professionals: A pilot implementation study and process evaluation

Background Despite evidence that Communication Partner Training (CPT) can enable health professionals to communicate more effectively with people with aphasia (PWA), an evidence–practice gap exists. To address this, a tailored implementation intervention was developed and trialled to improve health...

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Bibliographic Details
Published in:International journal of language & communication disorders 2021-05, Vol.56 (3), p.620-636
Main Authors: Shrubsole, Kirstine, Lin, Tz‐Jie, Burton, Christine, Scott, Julie, Finch, Emma
Format: Article
Language:English
Subjects:
Acceptability
Allied Health Personnel
Aphasia
Communication
Communication Partner Training
Communication Strategies
Content analysis
Discourse strategies
Feedback
implementation science
Interpersonal Communication
Intervention
Medical personnel
Mixed methods research
Patients
Polls & surveys
process evaluation
Professionals
Program Implementation
Qualitative research
Speech perception
Speech-language pathologists
Training
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Summary:Background Despite evidence that Communication Partner Training (CPT) can enable health professionals to communicate more effectively with people with aphasia (PWA), an evidence–practice gap exists. To address this, a tailored implementation intervention was developed and trialled to improve health professionals’ implementation of communication strategies in a subacute setting. Aims To explore the outcomes and perceived feasibility, acceptability and potential effectiveness of an iterative CPT implementation intervention on multidisciplinary healthcare professionals’ communication with PWA. Methods & Procedures The CPT implementation intervention was delivered to two groups of healthcare professionals (n = 6 and 7) approximately 6 months apart. The intervention underwent two iterations targeting emerging barriers to implementation success, with Group 2 receiving a modified version of the Group 1 intervention. A concurrent qualitative process evaluation was conducted to understand key factors determining implementation outcomes. Quantitative outcomes were recorded at baseline and 3‐month follow‐up, including the Measure of Skill in Supported Communication (MSC), a customized behavioural determinants survey mapped to the Theoretical Domains Framework (TDF) and the Organizational Readiness for Change survey. Focus groups and semi‐structured interviews were conducted with health professional participants and the speech–language therapist trainer to explore perceptions of feasibility, acceptability and potential effectiveness. Content analysis was used to analyse the qualitative data, with categories and themes generated. Outcomes & Results The Group 2 implementation intervention was adapted based on feedback and reflections from Group 1 participants to incorporate more time for practice interactions and discussion during training, individual follow‐up sessions and provision of accessible resources to aid communication attempts. There were greater improvements seen in the Group 2 outcomes on both the MSC and the TDF survey, suggesting that the iterative tailoring of the intervention was successful in addressing the barriers to change and led to improved implementation. The difference between the group's outcomes may also partly be explained by the impact of organizational readiness, which decreased during Group 1's implementation period. Despite similar themes emerging from the stakeholder perspectives in both groups (training factors, implementation facilitato
ISSN:1368-2822
1460-6984
DOI:10.1111/1460-6984.12618