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

This article by Kate McCarthy is licensed under a Creative Commons Attribution Non-Commercial 3.0 License.