Background : Pre-dialysis education that leads to decisions on treatment has traditionally been ad hoc, with programmes lacking a theoretical or evidence basis. A multidisciplinary and service user participatory action research study developed and delivered a self-efficacy, theory based pre-dialysis education intervention. A core principle of action research methodology is critical reflection. Aims and objectives : The aim of this article is critically to explore a novice’s experience of facilitating collaborative participatory action research and the contribution this made to pre-dialysis education. Using the reflective practice framework developed by Rolfe et al. (2001), the article will examine the facilitation challenges encountered, using three questions: What was the issue? So what did I learn? Now what do I need to do to make things better? Conclusion and implications for practice : Effective facilitation requires reflective practice that adds clarity when dealing with facilitation challenges Participatory action research provided a clear framework within which to facilitate the review of pre-dialysis education. Its hands-on, action based nature was shown to have appeal for collaborators and has linked theory to practice and ultimately improved practice Working in partnership with a multidisciplinary and service user group has enabled changes to be embedded into practice
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