Table 1 Focused conversation used for training related research objective

Objective

Ensures all objective details are reviewed by research team prior to data interpretation.

Sets up the framework for the focused conversation, identifies that data that we want to focus on in relation to our study aims.

Focus on the objective data without making judgements or inferences about the participant responses

1. How was training delivered?

Understand what institutions did during the 2014–2015 outbreak of EVD with respect to training about the use of PPE or the care of EVD patients.

2. Who developed training?

3. Who delivered training?

4. How was the effectiveness of training evaluated?

5. What was the content of training for Ebola patient care (topics and skills)?

Understand how institutions supported and defined the scope of training.

6. What technology was used for training, if any?

7. How were skills maintained over time?

8. What institutional support was provided for training?

Reflective

Allows team members to express and discuss how the data related to our professional training, content knowledge and experiences.

1. Were the appropriate topics and skills addressed in training?

Explore our research team’s response to the data in relation to training content and modality, including contrasting our expectations and values with the experiences of participants

2. What topics and/or skills do you think should be included in training?

3. What aspects of training appeared to be positively received by trainees or by the institution?

4. Were you surprised by the responses? Why?

Interpretive

Guides research team to address the meaning of the data as it relates to our study aims and objectives.

Guides research team to integrate the data into a shared overall framework.

1. How did knowledge or risk perceptions influence the design of training for Ebola?

Based on our interpretation of the data, determine how participant experiences can inform future training for infection prevention.

Based on our interpretation of the data, identify challenges in training design and implementation.

2. How did healthcare personnel’s knowledge affect training participation and compliance?

3. What were barriers to training? Consider the institution and individuals.

4. What did the Ebola training experience say about training for routine infection prevention?

5. What does this tell us about Ebola preparedness/training in Chicagoland healthcare facilities?

Decisional

Encourages team members to come to consensus on implication of the data in relation to larger aims and goals.

Encourages team members to extend their theoretical findings to practical or policy actions.

1. What types of training should be used going forward to prepare for emerging diseases/high consequence infections?

Based on our interpretation of the data and conversation, identify factors that should be considered when designing and implementing training of emerging infectious diseases and high-consequence infections in the future?

Based on our interpretation of the data and conversation, identify measures for determining staff and institution preparedness.

2. What are the characteristics to consider when creating training for PPE use for emerging diseases/high-consequence infections?

3. Training is designed to alter worker behavior; what must an institution prepare to ensure workers can employ the desired behavior?

4. What are good measures for determining worker and institutional preparedness for emerging diseases/high-consequence infections?