Table 5 Programme directors attitude towards training topics (n = 22)
Not useful at all % | Not useful % | Neutral % | Useful % | Very useful % | |
|---|---|---|---|---|---|
Monitoring, measuring and programme evaluation | 0 | 0 | 5 | 23 | 73 |
Applying behaviour change theory for more effective interventions | 0 | 0 | 5 | 36 | 59 |
Promoting and publishing programme results | 0 | 0 | 5 | 59 | 36 |
Gaining parental involvement | 0 | 5 | 5 | 32 | 59 |
Best practices in intervention design and delivery e.g. how to design a “drink more water” action | 0 | 0 | 9 | 41 | 50 |
Designing environmental (built) environments | 5 | 0 | 5 | 59 | 32 |
Assessing community needs and engaging community stakeholders | 0 | 5 | 9 | 32 | 55 |
Fundraising techniques and proposal writing | 0 | 0 | 14 | 36 | 50 |
Programme branding, obtaining local visibility and using social media to build online communities | 0 | 9 | 5 | 41 | 45 |
Principles and practical application of social marketing | 0 | 5 | 9 | 45 | 41 |
Skills for obtaining political commitment at all levels | 0 | 5 | 14 | 36 | 45 |
Operational issues: annual plans, budgeting, hiring, motivating staff and volunteers | 5 | 5 | 18 | 41 | 32 |
Managing public-private partnerships | 0 | 5 | 27 | 27 | 41 |
Linking care (secondary prevention) and primary prevention | 0 | 5 | 27 | 50 | 18 |