**Author details**

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

place to avoid disturbances during training and to enhance learning.

*4.2.5 Evaluation*

evaluation model [26].

*4.2.5.1 Reaction (level I)*

end of the session.

*4.2.5.2 Learning (level II)*

*4.2.5.3 Behaviour (level III)*

after attending the training.

*4.2.5.4 Results (level IV)*

**5. Conclusion**

scheduled. Training should take place at a central venue away from the HBCs work-

The evaluation of the training programme was guided by Kirkpatrick four-level

Reaction refers to the way in HBCs measure their satisfaction with the training [27]. Evaluation indicators should include training objectives, topic, content, venue, time, environment, facilitator's knowledge and preparedness, training manuals, the benefits of training on the job and what HBCs think should have been included in the training. HBCs have to be asked to rate these indicators on a 3-point Likert scale. Additionally, HBCs should also be asked to write suggestions on the training in the comment box. HBCs can be given 45 minutes to complete the evaluation tools at the

Learning in this study refers to the extent to which the attitudes of the HBCs change, their knowledge increases and their skills broadened post-implementation of training [27, 28]. The evaluation of learning measures what the participants have learned and gained from the training programme [29]. The questionnaire can be used to evaluate learning and it can be the major focus to evaluate knowledge of

The focus of the behaviour level was on the exploration of the extent to which the knowledge and skills acquired in the training were applied back at work [29]. The trainees should report on their changes in behaviour when they returned to work

Results level focused on the realisation of aimed objectives and change in productivity after training [29]. HBCs should be encouraged to report on the challenges they experienced in the application of knowledge and skills learned during training.

The conceptual framework has a vital purpose in creating situations to achieve the desired goals or outcomes [5]. Development of the training programme was necessary because its availability and training of HBCs will increase diseasespecific knowledge. The suggested ideas of the survey list of Dickoff and others used successfully as a reasoning map to describe the conceptual framework for the development of the training programme for HBCs. The utilisation of ADDIE's model of instructional design in the development of the training programme will benefit both the quality of the training content, teaching strategies, and assessments methods. The utilisation of ADDIE's model of instructional design in the

HBCs post-training compared with pre-training analysis.

**254**

Mamare Adelaide Bopape University of Limpopo, South Africa

\*Address all correspondence to: mamare.bopape@ul.ac.za

© 2021 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
