The role of training and support in achieving sustainability and knowledge transfer intervention research

Abstract

Background One of the main strategies used to establish if an intervention is in fact physically and fiscally feasible is to trial in its proposed setting and use the existing workforce to deliver the intervention. This presentation will report on the staff recruitment, training and support component in a study which involves the modification, delivery and evaluation of an innovative early-intervention support model for people with Mild Cognitive Impairment (MCI)/early-stage dementia and their caregivers within a community service organisation. Methods A training module was developed with a multi-disciplinary team of a nurse trainer, psychologist and counsellor and the training delivered to staff with limited post-secondary school education and no previous experience of research. Staff recruitment was selective and supported by manager recommendation. Results There were significant challenges in recruiting and training staff within a high-demand and limited resource sector with a predominantly transient and unregulated workforce. The attitudes and assumptions of the staff participants often needed to be contested. For example, entrenched views on risk management/choice, respect for caregiver and care-recipient decisions and the capacity of a person with MCI/in the early stages of dementia to contribute meaningfully during the intervention sessions were explored with the staff participants during training. Conclusions Achieving sustainability and knowledge transfer during intervention research projects are key factors in establishing a life for an intervention beyond the research project. We propose to establish that focused training and support strategies increase staff and participant acceptability thereby enabling the intervention, if proved effective, to move into routine practice and become 'evidence-based practice'.