*3.2.2.1 Skills of the recipients*

HBCs as recipients possess different skillsets which assist in the execution of their daily tasks and to relate well with others to achieve the desired programme development goals as planned including communication skills, interpersonal skills, listening skills and patience.

#### **3.3 Context**

Context according to Dickoff and others refers to the setting in which activity took take place [5]. The context is also described as an environment where data were collected about knowledge, experiences and the learning needs of HBCs who care for PWD and also where the training programme was implemented. The functions of the HBCs in this context are mandated by the Department of Health (DoH) which operates under the legal framework of the South African government. For the development of an effective training programme, the researcher needs to take into consideration the Guidelines on the Implementation of the Three Streams of Primary Healthcare Re-engineering [9], in line with the Policy Framework and Strategy Ward Based Primary Healthcare Outreach Teams [9] which regulate the functioning of the HBCs in this context.

The agent and the recipient need to understand the context concerning legal and policy frameworks that govern the activities of the HBCs. It was necessary for the agent and the recipient to understand the policies that regulate the day-to-day activities of HBCs in this context. To support the HBCs to improve quality health care provision, it is important to establish the relationship between legal frameworks, health context policies/guidelines and procedures [10]. Context of the training programme provides learning opportunities for recipients who are the HBCs. The context of the training can be influenced by the internal sources of the agent that guides her activities including competence and communication competence and the external resources available for maintaining and supporting the agent's capacities and power.

#### **3.4 Dynamics**

Dynamics refers to the energy source or motivation for the activity inside an individual or the internal motivating factors for success [5]. Dickoff and others further explain that dynamics explore the physical, biological, psychological and chemical power sources of recipients and agents [5]. The training programme needs the dynamics that serve as the motivating factors that can be utilised to accomplish the activities of training programme development. The training programme needs to address the motivating factors as outlined by the HBCs during needs analysis to improve their knowledge, skills and attitude:

#### **3.5 Procedure**

This aspect of the survey list is the guiding procedure, technique or the protocol of the activity [5]. This refers to the general rule that guides the activity and provides steps to be followed to achieve the set goals of the programme. Dickoff and others indicate that the procedure highlights the path, steps or pattern followed when performing an activity [5]. Furthermore, Dickoff and others indicate that procedures are the guiding rules, protocols or techniques while an activity takes place and do not prescribe particular features [5]. The procedure that provided steps followed during the development of the training programme to achieve the training goals was described. The procedure that can be followed for the development of a comprehensive training programme is the ADDIE Model of instruction [11]. The procedure for the development of the training programme described steps for creation of the following: learning outcomes, subject content, assessment strategies, instructional strategies, resources and trainers. Problem-based learning encourages the recipients of the programme to solve work-related problems by completing the given activities.

**251**

*The Use of the Conceptual Framework to Develop a Training Programme for Home-Based…*

Terminus refers to the last stop, end-point of the activity [5]. Terminus is the desired outcome an agent wishes to attain by implementing a particular procedure. The terminus confirms whether the desired goals have been attained or not. The participants have to express the need for diabetes mellitus training to enhance their knowledge and skills relevant to the provision of quality care to diabetes people. The training programme aims to empower HBCs with knowledge related to the management of people with diabetes mellitus. The training-related needs of the recipients should be accommodated in the training programme with the result of having competent HBCs. The HBCs are expected to be competent when providing care to diabetes people which can be achieved by attending diabetes mellitus train-

Empowering HBCs may introduce the following benefits: enhancing the development of HBCs knowledge and skills, ensuring the provision of quality care to diabetes mellitus people, increase self-confidence in HBCs during provision of care, prevent diabetes mellitus complication and control of blood glucose in PWD. Training assists HBCs with relevant knowledge and proper information that will assist in coping during the provision of service to PWD and the community may

ADDIE model is a systematic instructional design and abbreviation of the following logical steps: Analysis, Design, Development, Implementation and Evaluation [11]. These steps are sequential meaning the output of one step becomes the input for the next step [12]. It is also called an iterative feedback model because the results of the last stage are returned to the point of origin for feedback, to close the loopholes and or to refine the learning product [12]. ADDIE model is pursued to ensure that correct steps are followed to develop appropriate learning material optimally, to meet the needs of the HBCs [13]. The model was helpful because it is process-based and follows a systemic problem-solving approach that provides well defined basic and easy to follow steps [14–17]. The benefit of using this model is that it permits to

Instructional design system following the ADDIE model provided practical steps for organising training development project. According to Branch, ADDIE's model

The analysis is the first step of ADDIE's model which is used to identify training needs to develop the training programme for the HBCs and formed the basis of all other steps [18]. On this step, needs analysis should be conducted to identify gaps in diabetes knowledge and practices of HBCs. Major knowledge gaps and training topics suggested serve as the foundation for specifying the learning outcomes, content and activities, instructional strategies and assessment strategies. Knowledge gaps

describes and prescribes what needs to happen during the process [11].

**4. The use of the ADDIE model in the development of a training** 

*DOI: http://dx.doi.org/10.5772/intechopen.95939*

ing before commencing their duties.

**programme for HBCs**

**4.2 ADDIE steps**

*4.2.1 Analysis*

**4.1 Definition of the ADDIE model**

develop trust in the services provided by HBCs.

refer and revisit previous steps during the process.

**3.6 Terminus**

*The Use of the Conceptual Framework to Develop a Training Programme for Home-Based… DOI: http://dx.doi.org/10.5772/intechopen.95939*

### **3.6 Terminus**

*Lifestyle and Epidemiology - The Double Burden of Poverty and Cardiovascular Diseases...*

Context according to Dickoff and others refers to the setting in which activity took take place [5]. The context is also described as an environment where data were collected about knowledge, experiences and the learning needs of HBCs who care for PWD and also where the training programme was implemented. The functions of the HBCs in this context are mandated by the Department of Health (DoH) which operates under the legal framework of the South African government. For the development of an effective training programme, the researcher needs to take into consideration the Guidelines on the Implementation of the Three Streams of Primary Healthcare Re-engineering [9], in line with the Policy Framework and Strategy Ward Based Primary Healthcare Outreach Teams [9] which regulate the

The agent and the recipient need to understand the context concerning legal and policy frameworks that govern the activities of the HBCs. It was necessary for the agent and the recipient to understand the policies that regulate the day-to-day activities of HBCs in this context. To support the HBCs to improve quality health care provision, it is important to establish the relationship between legal frameworks, health context policies/guidelines and procedures [10]. Context of the training programme provides learning opportunities for recipients who are the HBCs. The context of the training can be influenced by the internal sources of the agent that guides her activities including competence and communication competence and the external resources available for maintaining and supporting the agent's

Dynamics refers to the energy source or motivation for the activity inside an individual or the internal motivating factors for success [5]. Dickoff and others further explain that dynamics explore the physical, biological, psychological and chemical power sources of recipients and agents [5]. The training programme needs the dynamics that serve as the motivating factors that can be utilised to accomplish the activities of training programme development. The training programme needs to address the motivating factors as outlined by the HBCs during needs analysis to

This aspect of the survey list is the guiding procedure, technique or the protocol of the activity [5]. This refers to the general rule that guides the activity and provides steps to be followed to achieve the set goals of the programme. Dickoff and others indicate that the procedure highlights the path, steps or pattern followed when performing an activity [5]. Furthermore, Dickoff and others indicate that procedures are the guiding rules, protocols or techniques while an activity takes place and do not prescribe particular features [5]. The procedure that provided steps followed during the development of the training programme to achieve the training goals was described. The procedure that can be followed for the development of a comprehensive training programme is the ADDIE Model of instruction [11]. The procedure for the development of the training programme described steps for creation of the following: learning outcomes, subject content, assessment strategies, instructional strategies, resources and trainers. Problem-based learning encourages the recipients of the programme to solve work-related problems by completing the

**3.3 Context**

functioning of the HBCs in this context.

improve their knowledge, skills and attitude:

capacities and power.

**3.4 Dynamics**

**3.5 Procedure**

**250**

given activities.

Terminus refers to the last stop, end-point of the activity [5]. Terminus is the desired outcome an agent wishes to attain by implementing a particular procedure. The terminus confirms whether the desired goals have been attained or not. The participants have to express the need for diabetes mellitus training to enhance their knowledge and skills relevant to the provision of quality care to diabetes people. The training programme aims to empower HBCs with knowledge related to the management of people with diabetes mellitus. The training-related needs of the recipients should be accommodated in the training programme with the result of having competent HBCs. The HBCs are expected to be competent when providing care to diabetes people which can be achieved by attending diabetes mellitus training before commencing their duties.

Empowering HBCs may introduce the following benefits: enhancing the development of HBCs knowledge and skills, ensuring the provision of quality care to diabetes mellitus people, increase self-confidence in HBCs during provision of care, prevent diabetes mellitus complication and control of blood glucose in PWD. Training assists HBCs with relevant knowledge and proper information that will assist in coping during the provision of service to PWD and the community may develop trust in the services provided by HBCs.
