Train the Trainer
Advanced Diploma in

Facilitation for HAT

What makes HAT unique is our commitment to leave a legacy with individuals and organisations via our Train the Trainer model. Following completion of the Graduate Certificate in Health Action Training or equivalent HAT Courses, it is possible for learners to embark on a further two 36-hour CPD courses Health Action Training: Issues in Health and Social Care Communication plus Person Centred Facilitation. Upon successful completion of these courses the candidate will be a fully qualified Health Action (HAT) Trainer and achieve an Advanced Diploma in Facilitation for HAT. This will enable them to teach any HAT Programme.

• The Graduate Certificate in Health Action Training
• Health Action Training: Issues in Health Communication
• Person Centred Facilitation

Information on the Graduate Certificate is available here

AIM

The course aims to facilitate participants to acquire advanced knowledge of communication theory and practice with emphasis on the principles and practice of Health Action Training in the context of Person-Centred Care.

Learners are invited to explore the evidence-base for communication in what is a complex and rapidly changing health and social care environment.

TOPICS

• Principles and practice of effective communication: critique communication theories and models; evidence-based practice; person-centred communication; factors influencing communication and behaviours; exploring feelings and concerns; effective communication and health care outcomes.

• Communication issues in complex and rapidly changing care environments: emotional intelligence, skills to respond to challenging conversations; sensitive, compassionate and open communication, end of life care; sympathetic presence, cognitive and emotional empathy, advocacy and conflict resolution; robotics in modern healthcare.

• Communication and ethical issues: autonomy and cultural contexts; decision making; supporting diverse cultural and societal norms; communicating with individuals with cultural differences; communication issues relating to people with diverse cultural or special needs; acknowledging and respecting diversity in individuals and families, stigma, discrimination and inequality.

• Rethinking self-awareness and leadership for effective communication: patient/ professional collaborative partnerships; personal leadership behaviours; global and political context; developing self-awareness, self-advocacy, self-care skills, personal resilience-building, inspiring others.

• Authentic simulations and challenging role-plays: key concepts/terms, professional practice, creativity, innovation, centring, theatre/impro games, forum theatre, attention, intention, actions and objectives.

Assessment

• A 20-minute Role Play (40%).
• A 500-word rationale for the Role Play (20%).
• A 1000-word Critical Reflection (40%).

AIM

The aim of this course is that learners will develop the knowledge, skills, experience, and confidence necessary to facilitate workshops using Health Action Training (HAT) methods and approaches.

The course weaves educational theory, drama practice, person-centred nursing, and more to explore what person-centred facilitation is and how to do it.

TOPICS

• Workshop planning, organisation, and delivery: this course will give participants opportunities to plan and deliver activities within the course in a person-centred way. This involves experiential learning (learning through doing’), and dialogical pedagogy (learner-teachers’ and ‘teacher-learners’ sharing relevant experience).

• Dynamics, principles, and values of working creatively with groups: learners will study and explore relevant principles of pedagogy to develop clear principles for safe and effective teaching and learning. These will be explored dialogically and experientially, underpinned by the principles of person-centredness.

• Practical experience and confidence as a teacher of Health Action Training: each workshop offers participants the chance to practice different HAT techniques, understand their origins, and discover the reasons why HAT employs these methods.

• Key principles of person-centred and critical/creative reflective teaching: explore a range of relevant approaches to person-centred practice, while developing their skills in critical and creative reflection.

Assessment

The assessment will have three parts.

• Individuals will annotate workshop plans with detailed notes for the activities they plan to deliver (20%).

• Small groups work together to facilitate and lead a short workshop (one hour) with the rest of the group (50%).

• Same groups will undertake a 15-minute Oral examination (30%).