Table 1 Clinical prevention training...

Table 1

Clinical prevention training module structure and content

Section	Section duration	Section aims	Sample content and materials	Components	Mode of delivery
Part 1: Health and Wellbeing Queensland Clinical prevention training module	30–40 min	- Increase knowledge and understanding of clinical prevention - Increase confidence to incorporate prevention into routine practice - Increase awareness and utilisation of Health and Wellbeing Queensland and its program portfolio	- Information provided on clinical prevention and changing people's behaviour - Social prescribing as a key component of clinical prevention - The role of all health professionals to support patient health behaviour change and promote clinical prevention - Information provided on Health and Wellbeing Queensland programs	- Narrated video: Delivered as a narrated PowerPoint presentation students review 24 slides, listen to the narrated content and engage with any interactive elements such as links to related modules or discussion points included in the training, such as case studies - References to existing resources: Incorporated relevant external training materials	Online (asynchronous)
Part 2: Interprofessional education and self-assessment activity	1 h	- Enhancing skills to discuss weight, nutrition and physical activity with clients and apply the “Ask, Advise and Help” skills to support them to improve their health - Provide a variety of learning approaches including reflection, group activity, self-directed learning and application within clinical practice	- E-learning brief intervention training module (Insight – Brief interventions for a healthy lifestyle - Nutrition and physical health) - Reflection of own physical activity and dietary behaviours (using the Diet Quality Tool and Active Australia Survey) - Interprofessional activity involving discussion of case studies	Brief intervention training Students complete an e-learning insight - brief training intervention training module (Link to the website) Self-reflection exercise – personal physical activity and dietary behaviours Students complete the Diet Quality Tool + Active Australia Survey to assess their own behaviours Reflection and then discuss with group involving questions - What are your key reflections from your own physical activity and dietary behaviours based on the self-assessment tools? - What are your personal strengths, weakness, opportunities and threats that influence your physical activity and dietary behaviour? - How do you think your behaviours may influence the advice you provide to participants? Interprofessional activity - case studies Review two patient case studies with medical history, social history and healthcare history (Gary and Susie) Facilitated group discussion of the two case studies with peers from multiple health disciplines and clinical educator guidance, involving questions - What are the key considerations that would inform your care planning for Gary and Susie? - What are the key priorities for Gary and Susie? - What members of the team would you recommend support the care of Gary and Susie? - Describe the opportunities for earlier preventative healthcare for Gary and Susie? Reflective exercise: Students identify key priorities and considerations for prevention in case scenarios, reinforcing application to real-world contexts	In person (face-to-face, clinical placement setting)
Summary of materials	Pre-reading materials, narrated PowerPoint video, e-learning module, group case studies, reflection activities

Section	Section duration	Section aims	Sample content and materials	Components	Mode of delivery
Part 1: Health and Wellbeing Queensland Clinical prevention training module	30–40 min	- Increase knowledge and understanding of clinical prevention - Increase confidence to incorporate prevention into routine practice - Increase awareness and utilisation of Health and Wellbeing Queensland and its program portfolio	- Information provided on clinical prevention and changing people's behaviour - Social prescribing as a key component of clinical prevention - The role of all health professionals to support patient health behaviour change and promote clinical prevention - Information provided on Health and Wellbeing Queensland programs	- Narrated video: Delivered as a narrated PowerPoint presentation students review 24 slides, listen to the narrated content and engage with any interactive elements such as links to related modules or discussion points included in the training, such as case studies - References to existing resources: Incorporated relevant external training materials	Online (asynchronous)
Part 2: Interprofessional education and self-assessment activity	1 h	- Enhancing skills to discuss weight, nutrition and physical activity with clients and apply the “Ask, Advise and Help” skills to support them to improve their health - Provide a variety of learning approaches including reflection, group activity, self-directed learning and application within clinical practice	- E-learning brief intervention training module (Insight – Brief interventions for a healthy lifestyle - Nutrition and physical health) - Reflection of own physical activity and dietary behaviours (using the Diet Quality Tool and Active Australia Survey) - Interprofessional activity involving discussion of case studies	Brief intervention training Students complete an e-learning insight - brief training intervention training module (Link to the website) Self-reflection exercise – personal physical activity and dietary behaviours Students complete the Diet Quality Tool + Active Australia Survey to assess their own behaviours Reflection and then discuss with group involving questions- What are your key reflections from your own physical activity and dietary behaviours based on the self-assessment tools? - What are your personal strengths, weakness, opportunities and threats that influence your physical activity and dietary behaviour? - How do you think your behaviours may influence the advice you provide to participants? Interprofessional activity - case studies Review two patient case studies with medical history, social history and healthcare history (Gary and Susie) Facilitated group discussion of the two case studies with peers from multiple health disciplines and clinical educator guidance, involving questions- What are the key considerations that would inform your care planning for Gary and Susie? - What are the key priorities for Gary and Susie? - What members of the team would you recommend support the care of Gary and Susie? - Describe the opportunities for earlier preventative healthcare for Gary and Susie? Reflective exercise: Students identify key priorities and considerations for prevention in case scenarios, reinforcing application to real-world contexts	In person (face-to-face, clinical placement setting)
Summary of materials	Pre-reading materials, narrated PowerPoint video, e-learning module, group case studies, reflection activities

Section

Section duration

Section aims

Sample content and materials

Components

Mode of delivery

Part 1: Health and Wellbeing Queensland Clinical prevention training module

30–40 min

Increase knowledge and understanding of clinical prevention

Increase confidence to incorporate prevention into routine practice

Increase awareness and utilisation of Health and Wellbeing Queensland and its program portfolio

Information provided on clinical prevention and changing people's behaviour

Social prescribing as a key component of clinical prevention

The role of all health professionals to support patient health behaviour change and promote clinical prevention

Information provided on Health and Wellbeing Queensland programs

Narrated video: Delivered as a narrated PowerPoint presentation students review 24 slides, listen to the narrated content and engage with any interactive elements such as links to related modules or discussion points included in the training, such as case studies

References to existing resources: Incorporated relevant external training materials

Online (asynchronous)

Part 2: Interprofessional education and self-assessment activity

1 h

Enhancing skills to discuss weight, nutrition and physical activity with clients and apply the “Ask, Advise and Help” skills to support them to improve their health

Provide a variety of learning approaches including reflection, group activity, self-directed learning and application within clinical practice

E-learning brief intervention training module (Insight – Brief interventions for a healthy lifestyle - Nutrition and physical health)

Reflection of own physical activity and dietary behaviours (using the Diet Quality Tool and Active Australia Survey)

Interprofessional activity involving discussion of case studies

Brief intervention training

Students complete an e-learning insight - brief training intervention training module (Link to the website)

Self-reflection exercise – personal physical activity and dietary behaviours

Students complete the Diet Quality Tool + Active Australia Survey to assess their own behaviours

Reflection and then discuss with group involving questions-

What are your key reflections from your own physical activity and dietary behaviours based on the self-assessment tools?

What are your personal strengths, weakness, opportunities and threats that influence your physical activity and dietary behaviour?

How do you think your behaviours may influence the advice you provide to participants?

Interprofessional activity - case studies

Review two patient case studies with medical history, social history and healthcare history (Gary and Susie)

Facilitated group discussion of the two case studies with peers from multiple health disciplines and clinical educator guidance, involving questions-

What are the key considerations that would inform your care planning for Gary and Susie?

What are the key priorities for Gary and Susie?

What members of the team would you recommend support the care of Gary and Susie?

Describe the opportunities for earlier preventative healthcare for Gary and Susie?

Reflective exercise: Students identify key priorities and considerations for prevention in case scenarios, reinforcing application to real-world contexts

In person (face-to-face, clinical placement setting)

Summary of materials

Pre-reading materials, narrated PowerPoint video, e-learning module, group case studies, reflection activities

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