Results
| NPT construct | Illustrative quotes |
|---|---|
| Coherence—differentiation G/TIs represented a new and preferred way of working | Q1 [This guideline] Includes nothing new. (AT, SH01) Q2 This guideline is necessary in our setting as we do not receive any training on such sensitive issues for the vulnerable groups that we serve. We do not even have experience to use an interpreter during a consultation! (GR, SH07) |
| Coherence—communal specification Recognised potential benefits of new practices recommended by G/TIs | Q3 I think if this is introduced to health professionals it can help how they treat us. (GR, SH14) Q4 Good, that people learn something about my home country—to better understand me. (AT, SH14) Q5 Could improve quality of service immediately through simple tools. (IRL, SH02) Q6 This could raise the practice of interpreters. (ENG, SH07) Q7 [I] want to be alone with the doctor during consultation. (AT, SH13) Q8 Medically unexplained symptoms among migrants is one of the main themes/problems in communication with migrants. (ENG, SH12) |
| Coherence—individual specification Concerns about work that implementation of G/TI from a different country | Q9 Would need adapting for English context rather than Irish—if there is a difference. Also qualifications section—chapter 1. (ENG, SH08) Q10 I am not clear about how this will work, will the Dutch trainers come here—or is this simply all online? (NETH, SH02) |
| CO internalisation Appreciation for experiential, practical training Identified gaps in G/TIs content Deliberations regarding target group of G/TI | Q11 Very interactive session using different training methods/tools to keep the trainee interested in the course. (ENG, SH01) Q12 The format is helpful: with actors and role plays. It is very applicable/practical. Theory and practice are handled with at the same time. (NETH, SH02) Q13 Short timeframe for training is a positive, plus self-directed aspect. (IRL, SH02) Q14 You can do the e-learning in your own time and at your own speed. (NETH, SH02) Q15 Does not focus on the cultural aspects. (IRL, SH03) Q16 It doesn't include a heading for what to do if you are refused an interpreter. (ENG, SH01) Q17 Is the training not open to frontline staff also, as they are the ones who have first contact with service users. (ENG, SH01) Q18 Training does not involve rest of the practice. (NETH, SH03) Q19 Implementation of this guideline in Ireland is very unlikely. It is too broad and specifically designed for a specialist (psychologists) practice. To me it is not workable in Irish GP context. (IRL, SH12) |
| Cognitive participation Initiation Enrolment | Q20 Commitment required for a full day, GP's may be less likely to participate. (ENG, SH02) Q21 I do not have time to do this e-learning activity at home or at the practice. We do not even have time to take a proper lunch break! This is not practical. (GR, SH06) Q22 The training can be done in the practice and it consists of 1 day session only. (NETH, SH134) Q23 Not a priority in the grand scheme of things [among GPs]. (ENG, SH08) Q24 There are so many technical issues to have an interpreter, how will we find a certified one firstly and secondly we would need multiple interpreters for all the different languages. This is difficult for Greece. (GR, SH03) |
Quotations from selected stakeholders across settings. AT, Austria; ENG, England; G/TI, guideline and training initiative; GP, general practitioner; GR, Greece; IRL, Ireland; NETH, Netherlands; NPT, Normalisation Process Theory.