[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-256905-105":53,"doc-detail-256905-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","modelling-the-development-of-an-online-learning-resource-by-health-care-professionals-vol-2-of-2","Modelling the Development of an Online Learning Resource by Health Care Professionals - Vol. 2 of 2","","Volume 2 of a PhD thesis explores how health care professionals develop an online learning resource, using structured analysis and supporting documentation. The appendix section compiles detailed materials such as job titles and role frameworks, ethical approval correspondence, questionnaires for generalist and specialist HCPs, focus group interview templates, and analytics examples. It also includes participant information materials, program manuals, data excerpts, and recommendations linked to study phases, culminating with references to Kotter’s 8-step approach.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/modelling-the-development-of-an-online-learning-resource-by-health-care-professionals-vol-2-of-2/256905/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/modelling-the-development-of-an-online-learning-resource-by-health-care-professionals-vol-2-of-2/256905.png","ImageObject",442,249,{"name":88,"@type":89},"River Wang","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-07","2026-09-13",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",6,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What does Volume 2 contain in addition to the thesis text?","Question",{"text":109,"@type":110},"Volume 2 mainly provides extensive appendices, including role and job title frameworks, ethics approval materials, questionnaires, interview templates, participant information documents, and examples of analytics and data displays.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How are ethical approvals documented in this volume?",{"text":114,"@type":110},"Ethical approvals are provided as formal correspondence, including approval conditions, required scope, protocol change requirements, and timelines for resubmission and reporting.",{"name":116,"@type":107,"acceptedAnswer":117},"What research instruments are included for different participant groups?",{"text":118,"@type":110},"The appendices include questionnaires for generalist and specialist health care professionals, templates for focus group interviews, and separate participant information materials for subgroup, non-subgroup, and end-user participants.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},256905,1790616353,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":142},1099514067438,"https://ap-avatar.wpscdn.com/avatar/100002539ee87300030?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780474512215547542","Noble-Jones, Rhian Wyn (2016) Modelling the development of an online learning resource by health care professionals. PhD thesis  \n[http://theses.gla.ac.uk/7389/](http://theses.gla.ac.uk/7389/)  \nCopyright and moral rights for this thesis are retained by the author  \nA copy can be downloaded for personal non-commercial research or study, without prior permission or charge  \nThis thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author  \nThe content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author  \nWhen referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given.  \nModelling the development of an Online Learning Resource by Health Care  \nProfessionals.  \n(Vol. 2 of 2)  \nRhian Wyn Noble-Jones, PGC, PGD.  \nThesis submitted in fulfilment of the requirements for Degree of Doctor  \nof Philosophy in Health Science  \nSchool of Medicine  \nCollege of Medical, Veterinary and Life Sciences  \nUniversity of Glasgow  \nMarch 2016  \nContents  \nAppendix 1: Job titles and roles........................................................352  \nAppendix 2: Ethical approval Phase 1 .................................................353  \nAppendix 3: Questionnaire to Generalist HCP .......................................354  \nAppendix 4: Questionnaire for Specialists ...........................................360  \nAppendix 5: Template for Focus Group interviews ................................369  \nAPPENDIX 6: Example post-focus group debriefing and initial analysis ........371  \nAPPENDIX 7: Initial framework analysis themes Phase 1 ..........................373  \nAppendix 8: Recommendations from Phase 1 .......................................374  \nAppendix 9: Ethical approval and Clinical Governance Phase 2 .................376  \nAppendix 10: Table of Phase 2 outset literature ...................................379  \nAppendix 11: Example OLR analytics..................................................393  \nAppendix 12: Subgroup Participant Information ....................................395  \nAppendix 13: Non-subgroup Participant Information ..............................398  \nAppendix 14: End-user Participant Information ....................................401  \nAppendix 15: Subgroup feedback to SLPN ...........................................404  \nAppendix 16: Subgroup interview templates ........................................405  \nAppendix 17: Non-subgroup interview templates ..................................407  \nAppendix 18: End-user interview template..........................................409  \nAppendix 19: Programme Manual ......................................................410  \nAppendix 20: Extract of display of data relating to one theme Phase 2 .......413  \nAppendix 21: Site Map example ........................................................414  \nAppendix 22: Completed subgroup feedback........................................415  \nAppendix 23: End-user feedback.......................................................416  \nAppendix 24: Kotter’s 8 steps in this study ..........................................417  \nAppendix 1 : Job titles and roles.  \nTable A-0-1 Job titles and description proposed 2007  \n\n| Title | Skills for Health Career Framework (CF) level | Examples of key components | Educational level |\n| --- | --- | --- | --- |\n| Lymphoedema Practitioner | 5 | Plans care for those with uncomplicated or stable lymphoedema.\u003Cbr>Acts as resource for colleagues. | State registered practitioner.\u003Cbr>Degree level education and clinical training in assessment and management of uncomplicated lymphoedema |\n| Lymphoedema Specialist Practitioner | 6 | Manages all types of lymphoedema with a degree of autonomy.\u003Cbr>Supports and guides practitioners at CF level 4 and 5 | State registered practitioner.\u003Cbr>Degree level education and clinical tr","cbCaiema5Jy7Wrub","https://ap.wps.com/l/cbCaiema5Jy7Wrub","pdf",2780485,73,"English","# Appendix 1: Job titles and roles\n## Appendix 2: Ethical approval Phase 1\n## Appendix 3: Questionnaire to Generalist HCP\n## Appendix 4: Questionnaire for Specialists\n## Appendix 5: Template for Focus Group interviews\n## APPENDIX 6: Example post-focus group debriefing and initial analysis\n## APPENDIX 7: Initial framework analysis themes Phase 1\n## Appendix 8: Recommendations from Phase 1\n## Appendix 9: Ethical approval and Clinical Governance Phase 2\n## Appendix 10: Table of Phase 2 outset literature\n## Appendix 11: Example OLR analytics\n## Appendix 12: Subgroup Participant Information\n## Appendix 13: Non-subgroup Participant Information\n## Appendix 14: End-user Participant Information","[{\"question\":\"What does Volume 2 contain in addition to the thesis text?\",\"answer\":\"Volume 2 mainly provides extensive appendices, including role and job title frameworks, ethics approval materials, questionnaires, interview templates, participant information documents, and examples of analytics and data displays.\"},{\"question\":\"How are ethical approvals documented in this volume?\",\"answer\":\"Ethical approvals are provided as formal correspondence, including approval conditions, required scope, protocol change requirements, and timelines for resubmission and reporting.\"},{\"question\":\"What research instruments are included for different participant groups?\",\"answer\":\"The appendices include questionnaires for generalist and specialist health care professionals, templates for focus group interviews, and separate participant information materials for subgroup, non-subgroup, and end-user participants.\"}]","Modelling the Development of an Online Learning Resource by Health Care Professionals - Vol. 2 of 2 | PDF",1789308887,26]