READ ME File For 'Acupuncture Health Behaviour Change Delphi Data' Dataset DOI: 10.5258/SOTON/D3948 Date that the file was created: May, 2026 \------------------- GENERAL INFORMATION \------------------- ReadMe Author: Felicity Bishop, University of Southampton https://orcid.org/0000-0002-8737-6662 Date of data collection: May 2024 to June 2024 Information about geographic location of data collection: Collected online, recruited participants in UK Related projects: Improving Health Behaviour Change in Clinical Encounters (Developing Training Pilot) Pure ID: 192074273 \-------------------------- SHARING/ACCESS INFORMATION \-------------------------- Licenses/restrictions placed on the data, or limitations of reuse:Bona fide researchers, subject to registration and ethical approval may request supporting data from the University of Southampton repository. Recommended citation for the data: Authors (2025). Acupuncture Health Behaviour Change Delphi Data. University of Southampton This dataset supports the publication: AUTHORS:Jonquil Pinto, Katie Read, Beverley de Valois, Jo Rochford, Karen Charlesworth, Felicity L Bishop TITLE:Training needs for acupuncturists in supporting patients’ healthy behaviours and lifestyles: A UK Delphi study JOURNAL: European Journal of Integrative Medicine PAPER DOI IF KNOWN: https://doi.org/10.1016/j.eujim.2026.102670 Links to other publicly accessible locations of the data: N/A Links/relationships to ancillary or related data sets: N/A \-------------------- DATA \& FILE OVERVIEW \-------------------- This dataset contains: One file: Acupuncture Health Behaviour Change Delphi Data.sav Additional related data collected that was not included in the current data package: Potentially identifying data have been removed: date of completion, free text data that included names of people / places / institutions. Potentially identifiable small categories have been merged to form larger categories for these variables: age, years in practice, weekly treatments. If data was derived from another source, list source: N/A If there are there multiple versions of the dataset, list the file updated, when and why update was made: N/A \-------------------------- METHODOLOGICAL INFORMATION \-------------------------- Description of methods used for collection/generation of data: This was a Delphi consensus-building study. Data were collected via Qualtrics online survey from UK adults. Methods are described in the publication https://doi.org/10.1016/j.eujim.2026.102670. Methods for processing the data: Data were downloaded from Qualtrics, cleaned, and imported into IBM SPSS version 28 (IBM Corp, Armonk, NY). Records of people who viewed the Qualtrics survey page but did not enter any data, and those who were screened out (as reported in the publication) have been removed. Software- or Instrument-specific information needed to interpret the data, including software and hardware version numbers: Data file created using IBM SPSS version 28 (IBM Corp, Armonk, NY). Standards and calibration information, if appropriate: N/A Environmental/experimental conditions: No experimental conditions. All participants were asked to answer all questions. Describe any quality-assurance procedures performed on the data: Values checked for legitimacy. People involved with sample collection, processing, analysis and/or submission: Felicity Bishop, Katie Read, Jonquil Pinto \-------------------------- DATA-SPECIFIC INFORMATION \-------------------------- Number of variables: 147 Number of cases/rows: 21 Variable list, defining any abbreviations, units of measure, codes or symbols used: Variable Name / Label / Codes ID Participant ID . D1\_Consent\_1 1=I confirm that I read the Participant Information version 1, dated 03/05/24 explaining the study above and I understand what is expected of me. D1\_Consent\_2 1=I was given the opportunity to consider the information, ask questions about the study, and all my questions have been answered to my satisfaction. D1\_Consent\_3 1=I agree to take part in this study and understand that data collected during this research project will be used for the purpose of this study. D1\_Consent\_4 1=I understand that the information collected about me may be used to support other ethically approved research and education activities in the future, and may be stored in a secure data archive and shared anonymously with other suitably-qualified researchers. D1\_Consent\_5 1=I understand that my participation is voluntary and that I am free to withdraw from this study at any time without giving a reason. D1\_Consent\_6 1=I understand that should I withdraw from the study, then the information collected about me up to this point may still be used for the purposes of achieving the objectives of the study only. D1\_Consent\_7 1=I understand that all personal information collected about me (e.g., my name and contact details) will be kept confidential (i.e., will not be shared beyond the study team) unless required by law or relevant regulations (e.g., for the purpose of monitoring). D1\_Consent\_8 1=I understand that my anonymised data collected during this study will be shared with organisations collaborating on this research. D1\_Consent\_9 1=Co-authorship: Please tick this box if you wish to be included as a co-author on a published version of this study. D1\_Age\_Categories Participant Age 1=20 to 29yrs; 2=30 to 39yrs; 3=40 to 49yrs; 4 = 50 to 59yrs. D1\_Gender What is your gender? 1=Female; 2=Male. D1\_Ethnicity What is your ethnicity? 1=Indian; 2=Pakistani; 3=Bangladeshi; 4=Chinese; 5=Any other Asian background; 6=Caribbean; 7 = African; 8 = Any other Black, Black British, or Caribbean background; 9= White and Black Caribbean; 10 = White and Black African; 11 = White and Asian; 12 = Any other Mixed or multiple ethnic background; 13 = English, Welsh, Scottish, Northern Irish or British; 14 = Irish; 15 = Gypsy or Irish Traveller; 16 = Roma; 17 = Any other White background; 18 = Arab; 19 = Any other ethnic group. D1\_English Is English your first language? 1=yes; 2=no. D1\_Years\_In\_Practice\_Categories How many years in practice as an acupuncturist 1 = 10 or fewer; 2 = more than 10. D1\_Weekly\_Treatments\_Categories How many treatments do you provide each week? 1= Up to 15; 2=16 and over. D1\_Support How frequently do you offer support for making lifestyle/health behaviour changes to patients? 1 = Always; 2 = Most of the time; 3 = Sometimes; 4 = Occasionally; 5 = Never; 6 = Not applicable. D1\_Style What is your main style of acupuncture? 1=TCM; 2=5 Element; 3=Mix of styles; 4=Stems and Branches; 5=Classical; 6=Japanese; 7=8 Principles; 8=Tan; 9=Six channels; 10 = other; 11 = not applicable. D1\_Interest\_1 In which of the following area of lifestyle/behaviour change do you have particular interest or knowledge? 1= Diet. D1\_Interest\_2 In which of the following area of lifestyle/behaviour change do you have particular interest or knowledge? 1= Physical Activity. D1\_Interest\_3 In which of the following area of lifestyle/behaviour change do you have particular interest or knowledge? 1= Smoking. D1\_Interest\_4 In which of the following area of lifestyle/behaviour change do you have particular interest or knowledge? 1= Alcohol. D1\_Interest\_5 In which of the following area of lifestyle/behaviour change do you have particular interest or knowledge? 1= Sleep hygiene. D1\_Interest\_6 In which of the following area of lifestyle/behaviour change do you have particular interest or knowledge? 1= Stress management/Relaxation techniques. D1\_Interest\_7 In which of the following area of lifestyle/behaviour change do you have particular interest or knowledge? 1= Communication/consultation skills. D1\_Interest\_8 In which of the following area of lifestyle/behaviour change do you have particular interest or knowledge? 1= Other, please add details. D1\_Interest\_9 In which of the following area of lifestyle/behaviour change do you have particular interest or knowledge? 1= Not applicable. D1\_01\_RATE 1. Overview of latest evidence on the impacts of key behaviours on health outcomes. More info For example we will summarise findings from systematic reviews on the connection between different behaviours (smoking, alcohol, physical activity, diet, sleep, stress) and health outcomes/specific diseases. 1=Yes; 2 = Yes, with amendments; 3=No. D1\_01\_REASON Please explain the reasons for your rating: D1\_01\_AMEND Please outline the proposed amendment(s): D1\_02\_RATE 2. Latest government/NHS recommendations for key health behaviours. More info For example we will outline advice currently provided by government agencies such as Public Health England and the NHS for recommended levels of physical activity, diet, alcohol, and definitions of higher and increased risk alcohol consumption. 1=Yes; 2 = Yes, with amendments; 3=No. D1\_02\_REASON Please explain the reasons for your rating: D1\_02\_AMEND Please outline the proposed amendment(s): D1\_03\_RATE 3. Relationship between traditional Chinese/East Asian lifestyle recommendations and modern evidence-based recommendations. More info We will encourage reflection on how evidence-based findings can be incorporated and understood in traditional frameworks. For example learners will be invited to compare traditional Chinese/East Asian recommendations about lifestyle or ‘Yang Sheng’ with modern evidence-based recommendations. We will ask learners to consider the similarities and differences, and to think critically about possible reasons for these differences (e.g. population characteristics over time in relation to work, use of alcohol, nicotine, and consideration of who the advice was/is aimed at) 1=Yes; 2 = Yes, with amendments; 3=No. D1\_03\_REASON Please explain the reasons for your rating: D1\_03\_AMEND Please outline the proposed amendment(s): D1\_04\_RATE 4. Overview of the role of the social determinants of health and health behaviours. More info Social determinants include early life experiences; education and skills; money and work; housing and neighbourhood surroundings; transport; and family, friends and social connections. We will ask learners/users to explore how these factors might impact the behaviour change advice and support they offer to patients and consider some of the barriers/facilitators for vulnerable users accessing health services (such as offering drop-in clinics instead of appointment only clinics). 1=Yes; 2 = Yes, with amendments; 3=No. D1\_04\_REASON Please explain the reasons for your rating: D1\_04\_AMEND Please outline the proposed amendment(s): D1\_05\_RATE 5. Stages of Change Model. More info This model helps guide health professionals to take specific communication strategies at different stages of a patients’ readiness to change their behaviour. So for example during stages where the primary challenge is motivation, Motivational Interviewing (MI) techniques maybe appropriate. 1=Yes; 2 = Yes, with amendments; 3=No. D1\_05\_REASON Please explain the reasons for your rating: D1\_05\_AMEND Please outline the proposed amendment(s): D1\_06\_RATE 6. Social Cognitive Theory. More info This theory outlines key factors which predict people’s behaviour. The key concept in SCT is self-efficacy (the confidence one has to exercise control over one’s behaviour) which has been found to be important for making health behaviour changes. 1=Yes; 2 = Yes, with amendments; 3=No. D1\_06\_REASON Please explain the reasons for your rating: D1\_06\_AMEND Please outline the proposed amendment(s): D1\_07\_RATE 7. Common Sense Model. More info This model outlines the psychological processes behind different behaviours for managing illness threats (such as adherence to treatment regime or avoidant maladaptive coping behaviours). Different beliefs about illness and treatment, such “Illness Coherence” (the degree to which illness make sense to a patient) are considered important in determining what coping behaviours will be adopted. 1=Yes; 2 = Yes, with amendments; 3=No. D1\_07\_REASON Please explain the reasons for your rating: D1\_07\_AMEND Please outline the proposed amendment(s): D1\_08\_RATE 8. Dual Process Theories. More info These theories highlight the role of two distinct, co-existing systems of decision making, one non-rational/associative and one rational/reflective. These theories can help understand, for example, how habitual processes are beyond conscious/intentional processes and may shed light on now positive associations/feelings/moods can influence behaviour. 1=Yes; 2 = Yes, with amendments; 3=No. D1\_08\_REASON Please explain the reasons for your rating: D1\_08\_AMEND Please outline the proposed amendment(s): D1\_09\_RATE 9. Behaviour Change in Clinical Encounters (Acupuncture). More info This model outlines specific elements of acupuncture practice which may support behaviour change including: appropriate/relevant explanations; acu-point stimulation; therapeutic relationship; as well as additional elements which could be widely developed into practice, e.g.: reminders, monitoring and motivational interviewing techniques. A key concept in this model is that acupuncture may have specific mechanisms for supporting behaviour change by simultaneously treating symptoms such as pain (which can be barriers to behaviour change). 1=Yes; 2 = Yes, with amendments; 3=No. D1\_09\_REASON Please explain the reasons for your rating: D1\_09\_AMEND Please outline the proposed amendment(s): D1\_10\_RATE 10. Harnessing therapeutic relationship and person-centred communication for lifestyle change. More info Establishing or building on a trusting partnership to agree on a health goal and to agree on a lifestyle change that will contribute to reaching that goal. Discussing lifestyle changes with empathy and active listening, exploring healthy lifestyle within the broader context of the person's life and health. Example skills include asking Open Questions (a question typically beginning with “what” ‘how” or “how come” inviting the person to input on a topic, whilst focusing attention in a particular direction) 1=Yes; 2 = Yes, with amendments; 3=No. D1\_10\_REASON Please explain the reasons for your rating: D1\_10\_AMEND Please outline the proposed amendment(s): D1\_11\_RATE 11. Motivational Interviewing (MI) techniques to help practitioners elicit and recognise where patients are in the Stages of Change Cycle (see previously). More info MI is particularly useful to help people examine their situation and options when: people are ambivalent about lifestyle, not feeling confident that they can change their lifestyle, have little desire to change or do not see the importance of lifestyle change. MI is a guiding style of communication, that sits between following (good listening) and directing (giving information and advice). (Miller and Rollnick 2013). 1=Yes; 2 = Yes, with amendments; 3=No. D1\_11\_REASON Please explain the reasons for your rating: D1\_11\_AMEND Please outline the proposed amendment(s): D1\_12\_RATE 12. Using the Elicit-Provide-Elicit approach when providing information about healthy lifestyles. More info Effectively providing information about health through asking permission to provide information and finding out what a person would like to know (“Elicit”), providing the information or advice (“Provide”) and checking back to inquire about the person's understanding, interpretation or response to what you have said (“Elicit”). Ask for permission, qualify the advice you give, and ask what the person makes of the advice. 1=Yes; 2 = Yes, with amendments; 3=No. D1\_12\_REASON Please explain the reasons for your rating: D1\_12\_AMEND Please outline the proposed amendment(s): D1\_13\_RATE 13. Using East Asian/Chinese medicine explanatory frameworks when providing information about healthy lifestyles More info Offering traditional/holistic explanatory frameworks as an ‘optional take’ rather than a definitive account. Using metaphors intrinsic to East Asian/Chinese medicine (Five Elements, Qi, Heat/Cold Flow/Stagnation) and holistic concepts around rhythms and cycles to make links between behaviours and health concerns. 1=Yes; 2 = Yes, with amendments; 3=No. D1\_13\_REASON Please explain the reasons for your rating: D1\_13\_AMEND Please outline the proposed amendment(s): D1\_14\_RATE 14. Using Reminders/Prompts/Cues when providing information about healthy lifestyles More info Introduce or define an environmental or social stimulus with the purpose of prompting or cueing the behaviour. The prompt or cue would normally occur at the time or place of performance. e.g., set a phone reminder to do a meditation, put your trainers by the door to remind you to go for a run. 1=Yes; 2 = Yes, with amendments; 3=No. D1\_14\_REASON Please explain the reasons for your rating: D1\_14\_AMEND Please outline the proposed amendment(s): D1\_15\_RATE 15. Monitoring and Self-Monitoring of Behaviour when providing information about healthy lifestyles More info Monitoring is recording behaviour with the person’s knowledge e.g. at follow-up appointments ask and record if new behaviour is being kept up. 1=Yes; 2 = Yes, with amendments; 3=No. D1\_15\_REASON Please explain the reasons for your rating: D1\_15\_AMEND Please outline the proposed amendment(s): D1\_16\_RATE 16. Encouraging goal setting when providing information about healthy lifestyles More info Goal setting techniques based on whether a goal is set to a specific behaviour (e.g., jogging) or an outcome (e.g., weight loss). A SMART goal could be: Do 10 minutes of fun cardio (e.g. hula hoop, dance, jump rope) three times per week. Self-monitoring is establishing a method for the person to monitor and record their own behaviour(s). 1=Yes; 2 = Yes, with amendments; 3=No. D1\_16\_REASON Please explain the reasons for your rating: D1\_16\_AMEND Please outline the proposed amendment(s): D1\_17\_RATE 17. Using Action planning /Implementation Intentions when providing information about healthy lifestyles More info Involves making a detailed plan for the performance of the behaviour, which must include at least one of context, frequency, duration or 1=Yes; 2 = Yes, with amendments; 3=No. D1\_17\_REASON Please explain the reasons for your rating: D1\_17\_AMEND Please outline the proposed amendment(s): D1\_18\_RATE 18. Using Reward/Social Reward when providing information about healthy lifestyles More info Arrange verbal or non-verbal reward if and only if there has been effort and/or progress in performing the behaviour. 1=Yes; 2 = Yes, with amendments; 3=No. D1\_18\_REASON Please explain the reasons for your rating: D1\_18\_AMEND Please outline the proposed amendment(s): D1\_19\_RATE 19. Helping patients to form healthy lifestyles habits More info Encourage people to repeat the desired behaviour in the same context many times. e.g., prompt patients to drink a glass of water before brushing their teeth every evening. 1=Yes; 2 = Yes, with amendments; 3=No. D1\_19\_REASON Please explain the reasons for your rating: D1\_19\_AMEND Please outline the proposed amendment(s): D1\_20\_RATE 20. Finding ways to overcome barriers to adopting a healthier lifestyle More info Help the person to identify barriers to healthy lifestyles and how they could overcome them. For example, prompt them to identify barriers preventing them from starting. 1=Yes; 2 = Yes, with amendments; 3=No. D1\_20\_REASON Please explain the reasons for your rating: D1\_20\_AMEND Please outline the proposed amendment(s): D1\_21\_RATE 21. How to support patients who are not ready to change behaviour More info Deciding when to focus solely on providing treatment for symptoms with acupuncture/related techniques e.g. if the patient expresses strong negative emotions about symptoms or… 1=Yes; 2 = Yes, with amendments; 3=No. D1\_21\_REASON Please explain the reasons for your rating: D1\_21\_AMEND Please outline the proposed amendment(s): D1\_22\_RATE 22. When/Where/How to signpost or refer for specialist behaviour change support (e.g. NHS stop smoking, alcohol or drug addiction services, diabetes prevention) More info A list of local services to share if discussion leads to patient expressing… 1=Yes; 2 = Yes, with amendments; 3=No. D1\_22\_REASON Please explain the reasons for your rating: D1\_22\_AMEND Please outline the proposed amendment(s): D1\_Suggestions Suggestions for additional areas of training (for supporting lifestyle change): D2\_02\_RATE\_1 2. Latest government/NHS recommendations for key health behaviours. 1=Yes. D2\_02\_RATE\_2 2. Latest government/NHS recommendations for key health behaviours. 1=Yes, but include more information about the source of the recommendations and how the advice is decided upon. D2\_02\_RATE\_4 2. Latest government/NHS recommendations for key health behaviours. 1=Yes, but include the limitations of these recommendations (e.g. that these are general and that the individualised treatments and acupuncture paradigm might lead to a modification of these). D2\_02\_RATE\_3 2. Latest government/NHS recommendations for key health behaviours. 1=No. D2\_02\_REASON Please add any comments you have: D2\_06\_RATE\_1 6. Social Cognitive Theory. 1=Yes. D2\_06\_RATE\_2 6. Social Cognitive Theory. 1= Yes, but include shorter/less complex training on theory. D2\_06\_RATE\_4 6. Social Cognitive Theory. 1=Yes, but make this an optional training item. D2\_06\_RATE\_5 6. Social Cognitive Theory. 1= Yes, but include context with theory items, e.g. with practical content or alongside alternative theories. D2\_06\_RATE\_3 6. Social Cognitive Theory. 1=No. D2\_06\_REASON Please add any comments you have: D2\_07\_RATE\_1 7. Common Sense Model. 1=Yes. D2\_07\_RATE\_2 7. Common Sense Model. Yes, but keep this item brief (main principles and why it's important). D2\_07\_RATE\_4 7. Common Sense Model. Yes, but include this item alongside context from Chinese medicine/acupuncture practice. D2\_07\_RATE\_5 7. Common Sense Model. Yes, but make this content optional. D2\_07\_RATE\_6 7. Common Sense Model. Yes, but limit the number of theories included in training. D2\_07\_RATE\_7 7. Common Sense Model. Yes, but include context with theory items, e.g. with practical content or alongside alternative theories. D2\_07\_RATE\_3 7. Common Sense Model. 1=No. D2\_07\_REASON Please add any comments you have: D2\_08\_RATE\_1 8. Dual Process Theories. 1=Yes. D2\_08\_RATE\_2 8. Dual Process Theories. 1=Yes, but keep this brief. D2\_08\_RATE\_4 8. Dual Process Theories. 1=Yes, but limit the number of theories included in training. D2\_08\_RATE\_5 8. Dual Process Theories. 1=Yes, but give context of using this practically with patients. D2\_08\_RATE\_6 8. Dual Process Theories. 1=Yes, but include caveat that practitioners need to be mindful to not go outside their limits of competence (awareness that habitual processes can be rooted in past trauma). D2\_08\_RATE\_3 8. Dual Process Theories. 1=No. D2\_08\_REASON Please add any comments you have: D2\_16\_RATE\_1 16. Encouraging goal setting when providing information about healthy lifestyles. 1=Yes. D2\_16\_RATE\_2 16. Encouraging goal setting when providing information about healthy lifestyles. 1=Yes, but include guidelines about how to set appropriate goals to match patients' needs and circumstances, in conjunction and discussion with the patient. D2\_16\_RATE\_4 16. Encouraging goal setting when providing information about healthy lifestyles. 1=Yes, but include limitations of the technique (e.g. social context, and that this may only be helpful for some people). D2\_16\_RATE\_5 16. Encouraging goal setting when providing information about healthy lifestyles. 1=No. D2\_16\_REASON Please add any comments you have: D2\_17\_RATE\_1 17. Using Action planning /Implementation Intentions when providing information about healthy lifestyles. 1=Yes. D2\_17\_RATE\_2 17. Using Action planning /Implementation Intentions when providing information about healthy lifestyles. 1=Yes, but include importance of flexibility and a patient centred approach. D2\_17\_RATE\_3 17. Using Action planning /Implementation Intentions when providing information about healthy lifestyles. 1=No. D2\_17\_REASON Please add any comments you have: D2\_18\_RATE\_1 18. Using Reward/Social Reward when providing information about healthy lifestyles. 1=Yes. D2\_18\_RATE\_2 18. Using Reward/Social Reward when providing information about healthy lifestyles. 1=Yes, but focus on what constitutes 'achievement' for the patient (through communication and strong therapeutic rapport). D2\_18\_RATE\_4 18. Using Reward/Social Reward when providing information about healthy lifestyles. 1=Yes, but change this to encouraging patients, help them to learn to take responsibility for themselves. D2\_18\_RATE\_3 18. Using Reward/Social Reward when providing information about healthy lifestyles. 1=No. D2\_18\_REASON Please add any comments you have: D2\_SUGG\_01\_RATE Additional Suggestions of Items to Include: Self-cultivation and personal development, e.g. encouraging practitioners to think carefully about their own lifestyles and to explore their own barriers to behavioural change, perhaps through meditation or self-reflection. 1=Yes; 2 = Yes, with amendments; 3=No. D2\_SUGG\_01\_REASON Please explain the reasons for your rating: D2\_SUGG\_01\_AMEND Please outline the proposed amendment(s): D2\_SUGG\_02\_RATE Additional Suggestions of Items to Include: Reflective practise or supervision, e.g. to explore when patient adherence to behaviour change is compromised, and how that can aid practitioners. 1=Yes; 2 = Yes, with amendments; 3=No. D2\_SUGG\_02\_REASON Please explain the reasons for your rating: D2\_SUGG\_02\_AMEND Please outline the proposed amendment(s): D2\_SUGG\_03\_RATE Additional Suggestions of Items to Include: Signpost or develop a resource bank/links to resources. 1=Yes; 2 = Yes, with amendments; 3=No. D2\_SUGG\_03\_REASON Please explain the reasons for your rating: D2\_SUGG\_03\_AMEND Please outline the proposed amendment(s): D2\_SUGG\_04\_RATE Additional Suggestions of Items to Include: What do if it all fails (e.g., how to respond when patients aren't receptive to change). 1=Yes; 2 = Yes, with amendments; 3=No. D2\_SUGG\_04\_REASON Please explain the reasons for your rating: D2\_SUGG\_04\_AMEND Please outline the proposed amendment(s): D2\_Suggestions Suggestions for additional areas of training (for supporting lifestyle change): Missing data codes: None Specialized formats or other abbreviations used: TCM = Traditional Chinese Medicine. NHS = National Health Service.