A process evaluation using a Self Determination Theory measure of the co-delivery of self management training by clinicians and by lay tutors

ObjectiveTo evaluate the co-delivery style of lay and clinician co-tutors of courses for patients, and courses for clinicians to support their patients’ self-management skills.MethodsMotivational style of course delivery was assessed in 37 patient course sessions and 14 clinician workshops by independent observers using four Self Determination Theory rating scales and ethnographic notes. Forty-five tutors and 35 attendees were interviewed about their experience of co-delivered courses.ResultsLay and clinician tutors had similar motivational styles, with significant differences between the four motivational style scales; patient courses (F(3, 216) = 3.437, p = .018); and clinician courses (F(3, 78) = 3.37, p = .025).The courses were experienced as co productive in style as suggested during interviews, but adherence to manuals limited the tutors’ contributions. Lay and clinician tutors scored higher on providing structure and engaging participants than they scored on supporting autonomous decision making and involvement.ConclusionCo-delivery was a successful model, affording opportunities to demonstrate co-production skills.Practice implicationsThere is more scope to enable lay and clinician tutors to use their respective expertise in supporting self-management, and for tutor training to encourage a less didactic delivery style.