Self-management support training modules
This section includes a range of training modules designed for continuing professional development.
On this page:
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.
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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.
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Each session takes about one hour.
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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.
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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.
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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.
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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.
Asking questions
By the end of this session participants will be able to:
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describe assumptions in health care settings and the impact of those assumptions
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describe the difference between closed and open questions
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identify which questions could be used in different SMS situations
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identify a question/questions they could use in future.
Health Literacy NZ & Health Navigator NZ
Listening
By the end of this session participants will be able to:
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explain why listening skills are so important to support patients to self-manage
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identify what a good listener does
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identify why listening can be difficult
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describe the difference between listening to reply and listening to understand
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describe the stages of listening to understand.
Health Literacy NZ & Health Navigator NZ
Behaviour change
By the end of this session participants will be able to:
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explain why coaching for change is so important in SMS situations
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describe why changing behaviour is so difficult for health professionals/health coaches
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describe the stages of coaching for change if someone has already decided to change
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describe approaches to brief interventions that can be used as an introduction to behavioural change
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describe 5 stages in behavioural change.
Health Literacy NZ & Health Navigator NZ
Cultural competence
By the end of this session participants will be able to:
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describe why cultural competence is important
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describe how definitions of cultural competence have changed
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understand that cultural competence is affected by our attitudes and beliefs
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describe a personal bias that they have
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understand that developing cultural competence is an ongoing process
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demonstrate understanding of cultural competence.
Health Literacy NZ & Health Navigator NZ
Ask Build Check
By the end of this session participants will be able to:
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describe the Ask, Build, Check model
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describe the key features of Ask and why it is the most important step
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describe key features and strategies under the Build step
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describe key features and strategies under the Check step
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practise each of the 3 steps: Ask, Build, Check
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identify when they are going to start using Ask, Build, Check.
Health Literacy NZ & Health Navigator NZ
What is SMS?
By the end of this session participants will be able to:
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explain the difference between self-management (SM), self-management education (SME) and self-management support (SMS)
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describe 2 different approaches to SMS
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identify how SMS assists people at different stages of their long-term condition (LTC)
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identify at least 3 strategies they can use in SMS
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describe what strategies support different aspects of SMS – self-efficacy, behaviour changes, focus on clinical skills and providing information.
Health Literacy NZ & Health Navigator NZ
Social networks and care maps
By the end of this session participants will be able to:
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describe a social network for someone with LTCs
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identify the social networks and supports for different people with LTCs
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describe a social network and develop a care map for a person with LTCs they work with.
Health Literacy NZ & Health Navigator NZ
Using written and other resources
By the end of this session participants will be able to:
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describe how resources are selected, ordered, stored and used with people with long-term conditions (LTCs)
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identify a written resource they use with people with LTCs
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describe a process for using a written resource or visuals with a person with LTCs
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identify suitable resources from a list of resources and apps.
Health Literacy NZ & Health Navigator NZ
Medicine checks
By the end of this session participants will be able to:
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describe who is able to do a medicine review in New Zealand
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describe what people with LTCs need to know about their medicines
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describe a process they can use with people with LTCs to record what they know about their medicines
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describe how they can help people with LTCs learn more about their medicines.
Health Literacy NZ & Health Navigator NZ
How poverty affects self-management and self-management support
By the end of this session participants will be able to:
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identify the social determinants of health
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describe examples of how one social determinant of health can affect people with LTCs living in poverty
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describe different strategies they can use with people with LTCs who live in poverty
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recognise that not all people with LTCs living in poverty will behave the same way.
Health Literacy NZ & Health Navigator NZ
Health coaching
By the end of this session participants will be able to:
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describe how health coaching skills are similar to the skills New Zealand’s top sport coaches use
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identify examples where they have and could use health coaching skills in their practice.
Health Literacy NZ & Health Navigator NZ
What happens when things don't go according to plan?
By the end of this session participants will be able to:
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recognise when things are not going to plan in an appointment with a person with LTCs
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have a range of strategies they can use in these situations, resulting in a good outcome for all parties.
Health Literacy NZ & Health Navigator NZ
SMS strategies for more experienced health professionals/health coaches
By the end of this session participants will be able to:
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identify a wide range of SMS strategies used to support people with LTCs
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provide examples of strategies from their own practice
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identify one new strategy they will use in future.
Health Literacy NZ & Health Navigator NZ
Care planning
Coming
Handout
Download Word doc
Health Literacy NZ & Health Navigator NZ
Structured problem-solving & decision-making
By the end of this session participants will be able to:
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Identify and use at least 2 strategies they can use when providing SMS support for people with LTCs.
Health Literacy NZ & Health Navigator NZ
Goal setting and action planning
By the end of the session, participant will be able to:
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explain what goal setting and action planning are and how they support behaviour change for people with LTCs
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describe the difference between behavioural goals and healthcare team/outcome goals
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describe how to assess importance and confidence in relation to achieving a goal
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complete goal setting and action plans
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describe the reasons why ‘pacing’ is important
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describe ways to record and monitor goals and action plans and why this is important
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describe some ways of monitoring and recording action plans and goals.
Health Literacy NZ & Health Navigator NZ