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Self-management support training modules

This section includes a range of training modules designed for continuing professional development.

Overview

Overview

These training modules have been developed to be used in primary care practices for primary care staff. 


The modules are designed to be facilitated by whoever leads continuing professional development in your practice, eg, nurse leader or someone from your primary health organisation. 

The modules could be used in other contexts as well, such as secondary care or by non-governmental organisations. 

 

  • Each module has a training plan for the facilitator and a handout for all participants who attend the training session. Each participant needs a copy of the handout. 

  • Each session takes about one hour.

  • Each session follows a similar format – finding out what people already know, building on that knowledge and, at the end, an evaluation and reflection activity about the session. 

  • The examples in the training modules have been developed from our observations in primary care settings or from situations that have been described to us.

  • We have provided the handouts in both pdf and Word format. The Word format allows you to make changes to the examples, scenarios and case studies to better fit your practice setting and patients. If you do make changes to the examples, scenarios please send us your examples to help us when we write more modules. 

  • You can find a certificate of completion here. If the participants would find it useful to receive a certificate, you can modify the attached certificate which is made available as a PowerPoint document. 

Seniors Socializing

Asking questions

By the end of this session participants will be able to:

  • describe assumptions in health care settings and the impact of those assumptions

  • describe the difference between closed and open questions

  • identify which questions could be used in different SMS situations

  • identify a question/questions they could use in future.​

Training plan

Download Word doc

Handout

Download Word doc

Health Literacy NZ & Health Navigator NZ

Support Groups

Listening 

By the end of this session participants will be able to:

  • explain why listening skills are so important to support patients to self-manage

  • identify what a good listener does​

  • identify why listening can be difficult

  • describe the difference between listening to reply and listening to understand

  • describe the stages of listening to understand.

Training plan

Download Word doc

Handout

Download Word doc

Health Literacy NZ & Health Navigator NZ

Going for a Run

Behaviour change

By the end of this session participants will be able to:

  • explain why coaching for change is so important in SMS situations

  • describe why changing behaviour is so difficult for health professionals/health coaches

  • describe the stages of coaching for change if someone has already decided to change

  • describe approaches to brief interventions that can be used as an introduction to behavioural change

  • describe 5 stages in behavioural change.

Training plan

Download Word doc

Handout

Download Word doc

Health Literacy NZ & Health Navigator NZ

P3140142.JPG

Cultural safety

By the end of Modules 1 & 2 participants will be able to:

  • understand what cultural safety is and why it is important

  • understand that cultural safety is affected by biases

  • describe a personal bias that they have in a community setting

  • identify and describe a bias and its impact in health care

  • describe personal biases they have in health care settings

Training plan

Download Word doc

Handout

Download Word doc

Health Literacy NZ & Health Navigator NZ

tr-ho-ask-build-check.png

Ask Build Check

By the end of this session participants will be able to:

  • describe the Ask, Build, Check model

  • describe the key features of Ask and why it is the most important step

  • describe key features and strategies under the Build step

  • describe key features and strategies under the Check step

  • practise each of the 3 steps: Ask, Build, Check

  • identify when they are going to start using Ask, Build, Check​.

Training plan

Download Word doc

Handout

Download Word doc

Health Literacy NZ & Health Navigator NZ

two people looking at tablet.JPG

What is SMS?

By the end of this session participants will be able to:

  • explain the difference between self-management (SM), self-management education (SME) and self-management support (SMS)

  • describe 2 different approaches to SMS

  • identify how SMS assists people at different stages of their long-term condition (LTC)

  • identify at least 3 strategies they can use in SMS

  • describe what strategies support different aspects of SMS – self-efficacy, behaviour changes, focus on clinical skills and providing information.​

Training plan

Health Literacy NZ & Health Navigator NZ

Mingling

Social networks and care maps

By the end of this session participants will be able to:

  • describe a social network for someone with LTCs

  • identify the social networks and supports for different people with LTCs

  • describe a social network and develop a care map for a person with LTCs they work with.

Training plan

Download Word doc

Handout

Download Word doc

Health Literacy NZ & Health Navigator NZ

Teacher Resources

Using written and other resources

By the end of this session participants will be able to:

  • describe how resources are selected, ordered, stored and used with people with long-term conditions (LTCs)

  • identify a written resource they use with people with LTCs

  • describe a process for using a written resource or visuals with a person with LTCs

  • identify suitable resources from a list of resources and apps.

Training plan

Download Word doc

Handout

Download Word doc

Health Literacy NZ & Health Navigator NZ

Medical Prescription

Medicine checks

By the end of this session participants will be able to:

  • describe who is able to do a medicine review in New Zealand 

  • describe what people with LTCs need to know about their medicines 

  • describe a process they can use with people with LTCs to record what they know about their medicines 

  • describe how they can help people with LTCs learn more about their medicines. ​

Training plan

Download Word doc

Handout

Download Word doc

Health Literacy NZ & Health Navigator NZ

Hands Holding Wooden Plate

How poverty affects self-management and self-management support

By the end of this session participants will be able to:

  • identify the social determinants of health

  • describe examples of how one social determinant of health can affect people with LTCs living in poverty

  • describe different strategies they can use with people with LTCs who live in poverty

  • recognise that not all people with LTCs living in poverty will behave the same way.​

Training plan

Download Word doc

Handout

Download Word doc

Health Literacy NZ & Health Navigator NZ

kia kaha video.JPG

Health coaching

By the end of this session participants will be able to:

  • describe how health coaching skills are similar to the skills New Zealand’s top sport coaches use

  • identify examples where they have and could use health coaching skills in their practice.​

Training plan

Download Word doc

Handout

Download Word doc

Health Literacy NZ & Health Navigator NZ

Home Nurse Examining Patient

What happens when things don't go according to plan?

By the end of this session participants will be able to:

  • recognise when things are not going to plan in an appointment with a person with LTCs

  • have a range of strategies they can use in these situations, resulting in a good outcome for all parties.

Training plan

Download Word doc

Handout

Download Word doc

Health Literacy NZ & Health Navigator NZ

Pharmacist helping elderly woman

SMS strategies for more experienced health professionals/health coaches

By the end of this session participants will be able to:

  • identify a wide range of SMS strategies used to support people with LTCs

  • provide examples of strategies from their own practice 

  • identify one new strategy they will use in future.

Training plan

Download Word doc

Handout

Download Word doc

Health Literacy NZ & Health Navigator NZ

Asking questions
Listening
Behaviour change
Cultural safety
Ask Build Check
What is SMS?
Social networks and care maps
Using written and other resources
Medicine checks
Affects self-management
Health coaching
Don't go according to plan?
SMS strategies
Care planning
Structured problem-solving & decision making
Goal setting and action planning
Merle and Janine talking

Care planning

Coming

Training plan

Download PDF

Download Word doc

Handout

Download PDF

Download Word doc

Health Literacy NZ & Health Navigator NZ

Journaling

Structured problem-solving & decision-making

By the end of this session participants will be able to:

 

  • Identify and use at least 2 strategies they can use when providing SMS support for people with LTCs.
     

Training plan

Download Word doc

Handout

Download Word doc

Health Literacy NZ & Health Navigator NZ

Capture_edited.jpg

Goal setting and action planning

By the end of the session, participant will be able to:

  • explain what goal setting and action planning are and how they support behaviour change for people with LTCs

  • describe the difference between behavioural goals and healthcare team/outcome goals

  • describe how to assess importance and confidence in relation to achieving a goal 

  • complete goal setting and  action plans

  • describe the reasons why ‘pacing’ is important

  • describe ways to record and monitor goals and action plans and why this is important

  • describe some ways of monitoring and recording action plans and goals.

Training plan

Download Word doc

Handout

Download Word doc

Health Literacy NZ & Health Navigator NZ

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