Table 5 Combined use of EBCD, behavioural change theory and Kurt Lewin's model of change principles

Identify the key determinants of behaviour

A comprehensive review of the literature was completed

Priorities for improvement and enablers were identified from the co-design team's touchpoints considered in terms of attitudes and behaviour

Expert opinions from the field of nursing were also sought

Key enablers and barriers to facilitating positive interpersonal relations in a nursing preceptorship are embedded throughout the programme, providing the learner with real-life stories, interpersonal skills theory, and practical skills to develop effective IP & C skills for preceptorship practice

The unfreezing stage refers to persuading others that the status quo is not beneficial and encouraging others to view a problem with a fresh perspective, including the patient experience in nursing preceptorship

This programme highlights that the current literature regarding nursing preceptorship primarily excludes the patient experience and perspective, which we argue is incorrect and non-inclusive, as the patient is central to the relationship. Secondly, the programme aims to highlight the importance and negative impact ineffective interpersonal and communication skills can have on the patient experience and the student's learning experience to spark motivation for change among the learners of the educational programme

Identify the techniques that target these determinants

A comprehensive review of educational theory and pedagogical approaches in preceptorship education so participants could select educational and nursing interventions (From validated methods identified in the literature) that they felt would be most effective in the given context and based on their personal experiences

Active learner-centred pedagogy is embedded throughout the programme to facilitate the development of practical IP & C skills associated with a nursing preceptorship

The moving phase refers to the stage in which the researchers will roll out the new educational programme and work collaboratively with CPCs (typically facilitate preceptorship education in hospital settings) to ensure they feel supported in implementing the programme

To enhance the capability, opportunity and motivation for the new programme, the researchers will train the trainer days and ensure all materials for the programme are readily available, including access to virtual reality technology required to roll out the programme successfully. Support will be offered throughout the first run of the programme

Model to fit the target population, culture and context

The design of the programme content closely involved those that will deliver (CPC staff) and receive the educational programme (preceptors) to elicit perspectives on the programme's acceptability, practicality, and cost-effectiveness

The new programme is designed to run as a blended learning programme with a half-day face-to-face simulation training (tackles the issue of releasing staff to attend and costs associated and increases accessibility to the programme)

The refreeze stage refers to when the programme will have been implemented multiple times over two years

The programme aims for a new change in perspective to include the patient in a nursing preceptorship relationship and improve the knowledge and practice of practical interpersonal and communication skills required in a nursing preceptorship. It is hoped that nurses who complete the programme will be a driving force for change in practice