Table 1 Behaviour change techniques included within online training for NHS staff

Goals setting (outcome)

Expected learner outcomes from the course are specified at outset of the course

“The worker is able [following training] to select and use brief lifestyle behaviour change techniques that help individuals take action about their lifestyle behaviour choices … ”

Feedback on behaviour

Interactive activities involve the learner selecting BCTs for different patient cases; feedback on the appropriateness of their selection is provided for each case.

“That’s correct. You’ve chosen the best technique for this service user. You’ve shown that you can listen for cues and adopt the most helpful technique to bring about behaviour change”

Instruction on how to perform the behaviour

Information is provided explain to learners how tailor behaviour change interventions to service users

“You can ensure that each intervention that you create is specific to the individual by following a three-step process during behaviour change discussions: 1. Listen out for cues from the service user. 2. Select the TEnT PEGS category based upon the identified cue. 3. Use the behaviour change technique suggested within the selected category … ”

Information about antecedents

Explanations about how good communication skills can lead to more constructive behaviour change conversations with service users and how poor communication skills can prevent this.

“Difficult conversations are made easier by excellent communication. Reducing resistance before you start a sensitive topic can make service users more receptive to thinking about behaviour change.”

Information about consequences

Description of the positive consequences of using TEnT PEGS BCTs in practice including taking into account patient needs, recognising cues, tailoring the behaviour change intervention, and working in a patient-centred way.

“Although the TEnT PEGS toolkit focuses on techniques to use during behaviour change discussions, it also offers strategies for initiating behaviour change conversations in a collaborative manner, and can help you implement on-the-spot behaviour change techniques opportunistically within standard consultations”

Demonstration of behaviour

Learners are shown written if-then plans that match presented patient cases in order to show them how they might use this technique with a service user.

“You might have written something like … If Ken is eating meat, then he will take the skin off / If Ken is doing his weekly shop, then he will make sure he buys at least five different kinds of fruit and vegetables … ”

Behavioural practice/ rehearsal

During interactive activities, the learner choses a specific response to a presented patient case, in order to practice selecting BCTs based on patient cues.

“How would you help Ken? Which of the following strategies would you suggest to help Ken lose some weight?” [7 strategies are presented; learners select all that apply]

Social reward

Learners are congratulated for successfully completing the course and learning new skills

“Well done! You’ve now completed this module on TEnT PEGS. You should feel more familiar with: how to reduce resistance to change; the techniques detailed in the TEnT PEGS toolkit; how to formulate if-then plans … ”

Verbal persuasion about capability

During the course and upon completion, learners are reminded that they will be able to put learned skills into practice with service users.

“Each method will help you to think about structuring a conversation and will help you to have more productive conversations with service users”

Focus on past success

Learners are reminded at the outset of the course that they have previously obtained relevant skills related to this topic

“Some of you already have prior knowledge and skills about behaviour change. This e-learning programme will refresh your learning and provide a practical resource of behaviour change techniques … .”