127 PROCEDURE FOR THE HCP INTERVENTION Step 2: Logic Model of Change First, we formulated preliminary objectives and determinants for the HCP intervention, based on the previous longitudinal, qualitative study[16]. One researcher (MDB) compared the preliminary objectives and determinants with those of a developed and pilot-tested health literacy training by Kaper et al.[37,38]. Its objectives and determinants are in supplementary file 4. Second, he discussed the identified similarities and contrasts with a second researcher (AFW). This discussion yielded a final set of determinants and objectives for the HCP intervention, which were also added to the logic model of change (see paragraph 2.2.3.). Step 3: Program design Based on the final set of determinants and objectives for HCPs, we developed a draft workshop for HCPs. We shared the content of this workshop with two educators to provide feedback on content, methods and chosen strategies. They also checked if the objectives were realistic and applicable to nephrology context. Both provided feedback with comments in the presentation, which were discussed during a 1-hour meeting. This led to a final selection of content, methods and strategies. Step 4: Program production An improved draft version of the intervention was produced in three steps. First, based on the comments in step 3, the researchers developed an e-learning and workshop. Second, educators and students provided feedback in 30-60 minutes meetings and in written feedback. Third, we analyzed the feedback, and prepared the intervention for the evaluation below. Step 5: Evaluation To pilot-test, HCPs (n=15) were invited for a 2-hour test session of the HL training. Directly after the training, they filled in a questionnaire with evaluative questions on content and satisfaction, and on its effects that they expected on HL knowledge, self-efficacy and communication competences.
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