Table 2 Categories and codes from the focus group interviews with trainers and training actors.
Themes | Categories | Codes |
|---|---|---|
The workshop’s successful elements and elements which could be improved | Communicating goals during ACP | ACP should start with what is currently important in life |
Talking about life values is the essence of ACP | ||
Trough ACP keeping a dignified life should be discussed | ||
Workshops focuses on communication | ||
Workshop is about making contact during ACP | ||
A personal relation is important during ACP | ||
The workshops focuses on talking about remaining QoL | ||
From theory to practice | Addressing Some theory is necessary | |
Experiencing ACP is most important | ||
Experiencing ACP deepens the theory | ||
Workshops focus on practicing ACP | ||
A demonstration helps to understand theory | ||
Workshop components which could be improved | Family caregiver presentation lacked a clear focus | |
Family caregiver presentation was to personal | ||
The family caregiver presentation did not focus on complexity of the situation | ||
The heterogeneity of the workshop participants | Every group is different | |
Participants had different levels of experience with ACP | ||
Participants had different levels of experience with dementia | ||
Not all participants have the same learning curve | ||
Heterogeneous groups enrich the workshops | ||
Participants learn from each other | ||
Participants have their own communication preferences | ||
Contextual factors | The workshop environment | Small groups are important |
Maximum of five participants per training actor | ||
Fifteen is the maximum group size | ||
The intimate setting facilitates learning | ||
The theatre contributed to the intimate setting | ||
the intimate setting facilitated involvement |