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REDUCE

Facilitating a complex behaviour-change intervention: healthcare professionals’ accounts of their journeys to competence and confidence

As part of a wider evaluation of REDUCE, we explored how healthcare professionals developed the skills and confidence needed to support behaviour change.

There is growing interest in whether healthcare professionals from different backgrounds can successfully deliver complex behaviour-change programmes. Our aim was to learn what helps staff become effective facilitators, so this knowledge can support the recruitment, training, retention and development of staff delivering REDUCE and similar programmes in the future.

Methodology

We interviewed 15 healthcare professionals who had been appointed and trained to deliver the REDUCE programme during a clinical trial. We analysed the interviews to identify common themes and experiences.

Findings

Participants came from a range of professional backgrounds, had different routes into the programme and varied reasons for joining. They observed how the initial training gave them a strong starting point, but much of their development happened through self-directed learning. Many participants highlighted the importance of learning through real experiences and reflecting on their work. Regular supervision and support from colleagues helped them work through challenging cases and interactions, in turn improving their skills and approach. Participants also described personal and professional benefits from being involved in REDUCE and investing in their own development as facilitators of behaviour change.

Patient, Carer and Family Member contributions

Patients, carers and their family members – 10 in total – were all involved in the development of the REDUCE program.

Read the publication

Hart, R. I., Sheehan, C., Brewin, D., Ayling, K., Vedhara, K., Game, F., & Lawton, J. (2026). Facilitating a complex behaviour-change intervention: healthcare professionals' accounts of their journeys to competence and confidence. BMC health services research, 26(1), 202. https://doi.org/10.1186/s12913-025-13676-8.