Key Training Themes in Qualitative Analysis From Helping Babies Breathe Second Edition Field Testing in India
| Themes | Subthemes | Selected Comments |
|---|---|---|
| Most Effective Themes | ||
| Facilitators | Provoke discussion Feedback One-on-one interaction | “The facilitator could give feedback, genuine feedback.” |
| Workshop structure | Emphasis on doing rather than lecturing Small group size Time for practice, observation, and learning from each other's mistakes Enough equipment for everyone to practice with Networking with others outside of their area to discuss their practice similarities and differences | “I think it uses everybody's time more effectively. I think working in small groups … that was the beauty of the program.” |
| Quality improvement | Reflection of each individual's practice and how to improve Worked well with rest of workshop structure | “[B]ecause we train so many people, and we impart knowledge and skills, and it is individual improvement which is looked at. That session for the first time, looked at the individual and what he/she will do to bring change to their unit.” |
| Content | Clear and concise presentation of information Action plan was a helpful summary Flip chart serving as a written guide for facilitating | “Planning of the flip chart and implementation guide has been incorporated. That was the one thing which everyone wanted. While you are organizing and conducting a workshop, what you need to do, and what our facilitators should do, is now written.” |
| Least Effective Themes | ||
| Content | Suggestive or ambiguous language such as “may” or “could” Time to read and review material prior to the course Complexity of content for peripheral clinics | “If it is meant mostly for peripheral settings, where resources are scarce, and I think the messages have to be direct and loud, that message is not obvious. Because you can say from this what is most important? It doesn't strike.” |
| Format | Presentation of material (color coding, font size, binding of flip chart) | |
| Integration | How to ensure implementation at facility after training Skills would not be maintained unless practiced and refresher courses available Administrative support of the program at their facility Buy-in from local leaders | “Otherwise we go through the same cycle of doing the workshop, but having no impact.” “There has to be some time, some kind of timeline, that every day or alternate day, or once a week they have a practice session of this duration. And the unit in charge should be made responsible for this action.” |
| Unrealistic expectations | Difficult to implement with low resources Supply chain Facility where workshop held versus reality in periphery Overemphasis of skin-to-skin care Concerns about resources and space Lack of experience with quality improvement | “[How to do skin-to-skin care] is all very vague, and therefore it may not be taken up well. So more clarity on that and the pictures need to be done.” “Quality is considered a very special thing. It is something that is a luxury for people who have a lot of resources. This is their mindset. Because in a source limited situation, quality cannot be done. This is the mindset. So how to change that mindset?” |