| Literature DB >> 27729061 |
Janis Baird1, Mary Barker2, Nicholas C Harvey2,3, Wendy Lawrence2, Christina Vogel2, Megan Jarman4, Rufia Begum2,3, Tannaze Tinati2, Pamela Mahon2, Sofia Strommer2, Taylor Rose2, Hazel Inskip2, Cyrus Cooper2,3.
Abstract
BACKGROUND: The nutritional status and health of mothers influence the growth and development of infants during pregnancy and postnatal life. Interventions that focus on improving the nutritional status and lifestyle of mothers have the potential to optimise the development of the fetus as well as improve the health of mothers themselves. Improving the diets of women of childbearing age is likely to require complex interventions that are delivered in a socially and culturally appropriate context. In this study we aim to test the efficacy of two interventions: behaviour change (Healthy Conversation Skills) and vitamin D supplementation, and to explore the efficacy of an intervention that combines both, in improving the diet quality and nutritional status of pregnant women. METHODS/Entities:
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Year: 2016 PMID: 27729061 PMCID: PMC5059927 DOI: 10.1186/s13063-016-1603-y
Source DB: PubMed Journal: Trials ISSN: 1745-6215 Impact factor: 2.279
Fig. 1Trial summary: Southampton PRegnancy Intervention for the Next Generation (SPRING)
Healthy Conversation Skills (HCS) training description
| Communication is enhanced through practitioners developing the skill of asking open-ended questions, known as Open Discovery Questions: those that generally begin with ’how’ and ’what’. Such Healthy Conversations allow a patient or client to explore an issue, identify barriers and generate solutions that can be reviewed with the practitioner. Training aims to increase self-efficacy and a sense of control of both practitioners and their patients and clients. |
| The five core skills are: |
| 1. To be able to identify and create opportunities to hold Healthy Conversations |
| 2. To use Open Discovery Questions to support someone to explore issues, barriers and priorities; problem-solve; generate solutions; and set goals for change |
| 3. To reflect on practice and conversations |
| 4. To spend more time listening than giving information or making suggestions |
| 5. To support someone to make a SMARTER (Specific, Measurable, Action-oriented, Realistic, Timed, Evaluated, Reviewed) plan. |
| Healthy Conversation Skills training generally consists of two 3–4 hour group sessions over a week or so to allow time for practising and reflecting on skills between sessions. Training is delivered by an HCS trainer experienced in group work and behaviour change to a group of about 8 to 15 trainees. This can be followed by a period of ongoing support, which might include a phone call or face-to-face visit from one of the trainers to find out how skills are being implemented in practice. The phone call and visit allow trainees to reflect on the training, how they have implemented new skills, any barriers to their implementation and plans for continued or increased use, including embedding self and peer reflection as part of normal practice. Both follow-up activities are also opportunities to collect evaluation data to assess the effectiveness of the training in changing staff practice, using customised tools developed by the HCS team. |