introductory notes for facilitators - dying matters · 2019. 12. 17. · introductory notes to...

Introductory notesfor facilitators

Objectives The information provided in these notes is designed to:

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Introductory notes to facilitatorsPage

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l Explain what the training programme is about and its benefits

l Provide guidance about facilitating the programme and what would be expected of a facilitator

l Give guidance on selecting and accepting participants

l Provide advice about pre-course preparation

l Provide advice about support needed for facilitators and participants during and after the course.

Any part of this publication can be copied, reproduced, distributed or adapted without permission from the authors provided that the recipient of the materials does not copy, reproduce, distribute or adapt it for commercial gain. The following wording should be used to credit the source of the information in all of the copies, reproductions, distributions and adaptations of the material.

“Based on work from the Volunteer Training Programme about Advance Care Planning (Let’s Talk Now and Prepare for the Future) developed by Jane Seymour, Kathryn Almack (University of Nottingham) and Katherine Froggatt (Lancaster University), supported and funded by the National End of Life Care Programme and the Dying Matters Coalition”

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What’s the training programme about?

l There are times in our lives when we think about the consequences of becoming seriously ill or disabled

l ‘Advance care planning’ (ACP) is the process of enabling a person to think about the impact of future illness or disability and express wishes about his or her future health care in consultation with their care providers, family members and other important people in their lives

l Planning in advance can help guide others to make the best decisions about a person’s care, once that person can no longer speak or decide for themselves

l This sort of planning is really important with more people living longer and more long term illnesses

l This training programme prepares volunteers to share information about advance care planning (what it means, how it can be done) with people in their local communities or work places

l It uses the principles of ‘peer education’: this is about people who share something in common supporting and learning from each other

l People who have attended this course before have gone on to do a whole range of things: here are some examples:

l Convene an informal group discussion at work or in a community group

l Organise an ‘information day’

l Display a poster in the local library or community centre (with permission)

l Show a video or DVD (at work or at a community event)

l Distribute some leaflets or staff a table at a community event

l Listen to the concerns of a friend or relative and provide some information about sources of help

l Share stories of experiences

l Make links with other people (professional or non professional) and join in their activities

l Reflect on the role of ACP in their own life

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Programme objectives

TerminologyThis course is based on the principles of ‘peer education’ which is about people learning from each other. We describe the concept of peer education below. However, we have chosen to use the term ‘volunteer’ education programme as the title for this course, and ‘volunteer educator’ for those participating because people might relate to this, and understand this term more easily. You may need to clarify this point throughout the programme.

l To enable sharing and development of understanding of key issues in advance care planning

l To develop understanding of what volunteer education means

l To help participants think about the roles they wish to take as a volunteer educator

l To enhance awareness of issues about loss and communication and how these influence volunteer education

l To enable participants to facilitate a volunteer group or one to one discussions about advance care planning

l To enable participants to identify and use appropriate resources to provide information about advance care planning to others

l To enable participants to consider their next steps as volunteer educators.

Notes

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Programme structure

Learning from each other: Understanding Peer Education

Supporting ourselves and others

Advance Care Planning: What it means and how to do it

Putting it into practice

Module

Module

Module

Module

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4

There are four modules:

We have suggested that each module takes about 4 hours to complete. If you add in refreshment breaks, it’s probably best to allow a short day (9.30-3.30) for each module or equivalent.

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Who might attend the training and what benefits would there be to them?

All sorts of people may be interested in attending and preparing to become volunteer educators: members of the public; members of community groups (perhaps from support groups or from pensioners’ action groups); health and social care staff who want to make changes in their work places.

This is a selection of things previous volunteer educators’ have said about attending the programme:

(The course) taught us new skills and reminded us of the importance of listening (older volunteer)

“Doing the course certainly, I think it’s opened me back up again and in actual fact I’ve never ever really tried to present anything before, it’s given me a lot of confidence (older volunteer).

“Before it always felt like a major topic, you know ‘Oh how am I going to raise this?’ …it [has] made it seem like something more natural to talk about, not to feel so awkward about discussing end of life matters and decisions …so that was really helpful” (staff volunteer).

On a personal note, I too have taken notice of what I’ve learned from here, and I’ve made all my arrangements, and made them known to my doctor and my friends (older volunteer)

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Who might be interested in running this programme?

What skills do I need to be a facilitator?

This might appeal to you if:

l You are a volunteer in a community group and are interested in health care issues and in finding ways to help people have more ‘choice and voice’ in their care

l You are a health care professional seeking to work with members of the public and encourage the uptake of advance care planning

l You work in health and social care and are looking for new ways of enabling change and improvement in end of life care

l Or you can simply use the materials to work through on your own or with friends.

To facilitate this programme you need to have good communication skills and like working with people. You don’t need to be highly experienced in running training courses but you probably have some experience of working with groups either in a voluntary or work based capacity.

Normally, facilitators work in pairs, so if you can find someone to help you, you will find the whole process easier.

While you don’t need to be an expert in advance care planning, it’s likely that you will have some interest and experience of the issues covered in the modules. You will need to read the resources supplied carefully by way of preparation.

If you have been bereaved either recently or some time ago, you need to be able to use your experiences constructively and not get too upset when thinking back to your loss. You are likely to have to listen to the stories of others’ losses, so do bear this in mind.

The role of the facilitator is to:• Keep the group focused on the task• Remain as neutral as possible, treating each person and their contribution with respect• Manage a group of people in a sensitive manner and help them to gain confidence• Involve and encourage everyone in the group• Listen and contribute• Remind the group what has been discussed

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Practicalities

Selecting and accepting volunteers on the programme

You will find a checklist to work through on page 10 which covers the practicalities of running the programme. On page 13 you will find a materials and resources section which provides a checklist of the materials that go with each module.

Prior to the course there is also a pre-course handbook to send out to participants

A good way to stimulate interest in the training programme is to talk to local community group leaders. If you are doing this as part of a work based activity, then get permission/discuss things with your line manager. You can then convene a meeting to talk to potential trainees about what will be involved. You will need to be able to explain what the training programme is about (use the information leaflet) and the importance of people being able to attend all four modules: this is a big time commitment!

There are likely to be really important issues that you may need to talk through with people on a one to one basis when trying to help them think about whether the training programme is right for them. Here are some things that need some special consideration but there may be others that you will need to think carefully about and possibly discuss with someone who can help you (in confidence):

l For some people, e.g. if recently bereaved - it may be too emotionally challenging and distressing for them to think about and possibly discuss their experiences in a group setting and they may also not yet be ready to help raise awareness of Advance Care Planning amongst others

l Some people may find it difficult to listen and prefer to talk a lot - they are unlikely to make good volunteer educators

l Some people may have such strong views about things that they may find it challenging to accept and respect the views of others.

It’s a good idea to ask people to make an honest self-assessment before they sign up for the course. If you subsequently think or find that a particular person is really not able to participate appropriately, you will need to be prepared to deal with this sensitively and appropriately.

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Location

Equipment/people needed to help you

l It is preferable to facilitate the programme in pairs, with one person especially detailed to look out for any participants who need a bit of support or time out

l Clearly, a big group will need more facilitators, so think this through before you start

l You will need some equipment: Ideally, facilities to project PowerPoint slides or an overhead projector, as well as flip charts and pens. Some of the exercises need particular resources (nothing complicated!): so you will need to check this carefully. If PowerPoint or overhead projectors are unavailable, you will need to provide printed copies of the slides

l You will have to make copies of some of the hand-outs and the pre course handbook information for participants, so bear this in mind since it will add to the costs of running the programme. You’ll need to gain access to a photocopier for this purpose. See page 13 for a list of resources required for each module

l In the training pack you will also find the Advance Care Planning Resource List. This provides a list of useful resources in addition to the training course resource list on page 13. You may find it useful to gather as many of these resources as you can to have available for participants to look at and/or to build into the training modules

l If your organisation has some resources to assist you and you agree to reimburse attendees’ expenses, you will need to enclose expense forms (with an explanation of what can be claimed) with the pre course materials. You may also need to send directions to attendees so they can find the venue

l Because of the subject matter, there may be times when participants recall stories or experiences of loss: make sure you have boxes of tissues available just in case.

It is important that any venue is large enough to accommodate all the participants comfortably and that it’s easily accessible. Ideally, you will have a main meeting room as well as somewhere quiet where participants can go for a break or time out. Having somewhere to get a hot drink will be welcome.

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Support

Recap and evaluation

Throughout the course sensitive issues and topics will be discussed, therefore it is important to ensure both facilitators and participants taking part are provided with support if needed.

It is important to factor in breaks and time to reflect during the modules. Some timings have been suggested in the timetables, but you will need to be guided by your group.

As programme facilitator, it’s essential that you consider from whom you can gain some support in advance of running the programme.

An integral part of the programme consists of helping participants think about accessing support for themselves.

In addition, you may wish to provide information about counselling services and support groups in your local area.

Throughout the training it is important to recap what has been covered and evaluate the programme’s goals and objectives and to determine how effectively the programme has been able to meet these.

The use of evaluation forms and discussions with participants can provide a comprehensive view of the programme and enable you to know about any changes that need to be made.

Notes

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Pre-Course Preparation ChecklistPage

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Action Action by

Target date

PROGRAMME DATES AND ATTENDANCE

Recruitment. Start recruitment through existing contacts. Use the information leaflet or develop your own recruitment materials to help stimulate interest in the programme. Decide where, how and when the programme will run.

Participant selection. Discuss with people who are interested, their suitability for taking part. Ensure all are available to complete all the training modules.

List of participants. Produce a list of those enrolled on the course with basic biographical information for the facilitators.

FACILITATORS

Decide on facilitators and co-facilitators.Check availability and possible budget approval for external facilitators (This may not be applicable to you/your organisation).Ensure there are sufficient helpers to assist with the delivery of the course. Additional facilitators may be required for large groups.

TIMETABLES

Create a course timetable to meet local requirements - we have included some suggested timetables.

BOOKINGS (as required)

Rooms. Book room(s) for the course delivery and any additional rooms needed.Presentation facilities. Book the necessary computer and computer driven presentation facilities to project PowerPoint slides. If you can’t use PowerPoint, use an Overhead projector instead. Make sure flip charts are available.Furniture. Book furniture (seating/tables) for rooms (if required).Environment. Check room is suitable for group work e.g. noise, temperature etc.Check other availabilities. Parking, toilets etc.

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Introductory notes to facilitators

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Action Action by

Target date

CATERING

Organise catering and refreshments as required (this might be as simple as asking people to bring their own lunch). Be aware of any food allergies or dietary requirements if you are providing food.

OBTAINING RESOURCES

Ensure you have up to date copies of all programme resources and presentations. See page 13.

REPRODUCING RESOURCES

Ensure every participants receives a copy of the course information leaflet. Copy and send out the pre-course booklet to participants. Have extra copies at the start of the course in case needed.Have enough copies of all the handout materials required throughout the course.

ADMINISTRATION

Create attendance instructions for participants (if required.)Send attendance instructions to participants.Create an attendee list.Pre-arrange the structure of workshop groups and nominate group leaders (If required).

ADDITIONAL HELP

Arrange additional support as required.

WORKSHOP DELIVERY

Provide facilitators with:- Local computer access (passwords/keys etc).- Access to rooms (e.g. keys etc).- Projector and screen (including cables).- Attendee list Ensure facilitators have a copy of the participants listCheck presentation facilities actually work. Decide on Health and Safety announcements according to local arrangements.


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Action Action by

Target date

ADDITIONAL RESOURCES

Consider having a spare computer laptop available (pre-loaded with the PowerPoint presentations), if you are using this. Have flip charts and pens available.Have spare paper and pens available for participants.Place names on table.

WORKSHOP RECAP AND EVALUATION

Use the module outline to recap what has been covered.Issue evaluation questionnaires at the end of each module.Analyse evaluation questionnaires, document results and use this to inform how you deliver other modules.

Checklist adapted from: Burgess J.W. (2010). Dignity through Action (Older People). Health and Social Care Advisory Service (HASCAS), London


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Notes

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Materials and resources requiredPage

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Section Resources required

1 Introductions and practical information

Pre programme information booklet

2Review of objectives for whole training programme and objectives for Module 1

PowerPoint Slide 1 - Section 2 Handout with objectives for Module 1

3 Getting to know each other PowerPoint Slide 1 - Section 3

4 Ways of workingPowerPoints A, B and C - Section 4, flip chart and pens

5 Individual expectationsColoured index cards or pieces of paper - two different colours

6 The role of a volunteer educatorHandout - Section 6, wall charts, pre-prepared cards

7 Feelings about being a volunteer educator

PowerPoint Slide 1 - Section 7, Handout - Section 7, flip chart, paper and pens

8 Recap, evaluation and preparation for the next module

Handout with objectives for Module 1, evaluation forms (available in appendices), post it notes and pens, contact list of all participants, information for Module 2


Learning from each other: Understanding Peer Education

Module 1

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Handout with objectives for Module 2

2 Reflections on Module 1 Flip chart, pencils and note paper

3 Understanding loss, grief and bereavement

PowerPoint Slides - Section 3, Handout - Section 3, flip chart and pens, some music

4 Supporting ourselves and others

PowerPoint Slides - Section 4, Handout - Section 4, sheets of A4 paper or larger, coloured markers, pencils or crayons, flip chart and pens

5 Recap, evaluation and reflection

Handout with objectives for Module 2, evaluation form (available in appendices), post it notes and pens, information for Module 3

Supporting ourselves and others

Module 2

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2 Reflections on Module 2 Flip chart, pencils and note paper

3 Understanding advance care planning: an introduction

PowerPoint Slides - Section 3, flip chart, sheets of A4 paper and pens

4 Exploring advance care planning: one size doesn’t fit all

Ask participants to bring something that is important to them and reflects their identity. A4 paper, flip chart paper and pens. Some means of fixing flip chart paper in a designated display area

5 Evaluating advance care planning: debates and dilemmas

PowerPoint Slides - Section 5, flip chart and pens

6Working with advance care planning resources: what, when, how?

Copies of the Advance Care Planning Resource List (available in appendices), A4 paper, flip chart and pens

7 Recap, evaluation and reflectionPowerPoint Slide 1 - Section 7, evaluation form (available in appendices), post it notes and pens, information for Module 4

Advance Care Planning: What it means and how to do it

Module 3

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2 Reflections on previous modulesPens and post-it notes for people to use to post anything on the ‘graffiti board’

3 Group dynamicsPowerPoint Slides - Section 3,Handout - Section 3, flip chart and pens

4 Learning styles in groups Handout - Section 4, pens

5 Difficult situations in groupsHandout - Section 5, slips of paper listing individual difficult scenarios, flip chart and pens

6 Listening skillsPowerPoint Slide - Section 6Handout - Section 6

7 Action planning and support Handout - Section 7

8 Recap, evaluation and reflectionPowerPoint Slide - Section 8, evaluation form (available in appendices), post-it notes and pens

Putting it into practice

Module 4

introductory notes for facilitators - dying matters · 2019. 12. 17. · introductory notes to...

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