*3.1.1 Knowledge*

Knowledge" refers to a body of facts or ideas acquired through study, investigation, observation or experience [7]. The role of the agent as a facilitator was to develop the training programme for the HBCs who care for PWD. The agent was required to be aware of the training needs of the HBCs to develop an effective training programme, therefore training needs analysis was necessary for the development of the training programme. The agent should possess scientific knowledge and research skills that will make it possible to explore and describe the knowledge and learning needs of the HBCs for people with diabetes. The agent should detect the challenges that inhibit quality care and management of PWD. The recipients will contribute towards the development of the training programme by pointing out their challenges and learning needs during the care of diabetes mellitus people.

## *3.1.2 Skills*

The agent should be able to build good interpersonal relationships with the recipients and other stakeholders (dietician and the pharmacist) to relate and create an environment conducive for implementation of the training programme. An agent should be able to motivate and empower the participants to bring out the best in them through management skills. An agent listens actively to hear the participants' thoughts and messages and respond appropriately through listening skills. Good communication skills enable the agent to create a healthy interaction among the participants, communicate effectively so that he/she can understand problems, elaborates the points of the team and his own, and effectively conveys ideas and messages, clarity and confidence to the participants.

### *3.1.3 Attitude*

The agent treats the participants equally during training and know-how to consider the differences in each one's personalities. The agent is friendly and honest to the participants to create an admirable and pleasant environment good for interaction. People love to be with a person who has a desirable attitude and a pleasant manner of dealing with other people. The agent should be patient and persevering to be able to appreciate and understand the difficulties of the participants and determined to see objectives achieved. The agent also has a sense of empathy for the participants who need to be understood. The agent should competent and demonstrate a professional attitude in carrying out their function. The agent should be respectable, reliable and committed to helping the participants learn for themselves and also confident to project a positive and purposeful atmosphere in the workshop.

#### **3.2 Recipient**

The recipients refer to a person who receives the activity [5]. The recipients were all the HBCs who care for the diabetes mellitus people and benefited from the training programme design. The HBCs have the responsibility to provide effective and efficient quality health care to people with diabetes. The agent should be informed by the recipients' experiences in the context they are providing service that the training programme is needed to address the training needs identified during situational analysis. The recipients interact with the agent by reacting during the implementation of the training programme to achieve their desired goals.

#### *3.2.1 Characteristics of recipients*

The recipients are expected to have certain characteristics that enable them to benefit from the programme and to participate fruitfully during the training. They are expected to be caring for people with diabetes to be able to participate in the training programme to achieve the desired outcomes of providing quality care. The HBCs as the recipients of the training programme in this context should be emotionally intelligent to be able to change and cope during training [8]. Attending the training programme would enhance knowledge, skills and attitudes to enable the recipients to perform their expected activities.

The HBCs as the recipients are expected to have the following characteristics of adult learners by Malcolm Knowles as outlined in Klopper (2009): self-concept, adult learner experience, readiness to learn, orientation to learning and motivation

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

to learn. These characteristics offer HBCs a wide range of benefits, including improved comprehension of key concepts and a boost in knowledge retention.

HBCs as the recipients in this study and as adult learners are entitled to make their own decisions and take control of their own lives. The HBCs as adults identify the value of attending training because they want to learn what will be useful to them. The researcher role as a facilitator during the implementation of the training

HBCs gain a lot of experience when working with diabetes mellitus patients on treatment at, therefore the training programme should focus on their unique training needs. HBCs as adult learners employed their learned experiences during care of diabetic people before they participated in the study to direct their learning because

HBCs as the recipients of the training were ready to challenge themselves with new learning experiences that offer some sort of social development benefit. They are ready to challenge themselves with new learning opportunities that will help

As the recipients of the training, HBCs as adult learners are expected to change their perspective from one of postponed application of knowledge to immediacy of application. Their orientation towards learning was expected to shift from one of subject-centeredness to one of problem centeredness so that they will be able to

HBCs need learning activities that will demonstrate how learning is going to

The roles of the recipients during programme development included participation during needs analysis to assess their knowledge and point out their practices, sources of information, challenges and training needs. The HBCs knowledge gaps and learning needs lead to the plan used to develop a collective training programme

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,

them to fine-tune skills that pertain to their working environment.

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

programme is to guide and direct them.

and to be actively involved in their learning.

solve problems related to their work problems.

*3.2.2 Roles of the recipients in programme development*

including the nurse, dietician and a pharmacist.

*3.2.1.2 Adult learner experience*

*3.2.1.3 Readiness to learn*

*3.2.1.4 Orientation to learning*

*3.2.1.5 Motivation to learn*

benefit their work area.

*3.2.2.1 Skills of the recipients*

listening skills and patience.

*3.2.1.1 Self-concept*

to learn. These characteristics offer HBCs a wide range of benefits, including improved comprehension of key concepts and a boost in knowledge retention.
