| Summary: | Background: Family‐centred care (FCC) is considered the best practice in paediatric care but it is not always implemented sufficiently. Effective training programmes that enhance health care providers' knowledge and self‐efficacy have the potential to improve FCC implementation in their daily practice. The goal of the study was to evaluate the sensitivity of the measure of processes of care (MPOC)‐service provider (MPOC‐SP) version and MPOC confidence (MPOC‐Con) in detecting changes following an FCC training. Methods: The MPOC‐Con was developed for this study as a sequel to MPOC‐SP to measure self‐efficacy related to specific FCC practices. Twenty‐four health care providers (occupational and physical therapists, speech pathologist, and special education teacher) participated in a 6‐month FCC provider training. The training included 30 contact hours on FCC principles and techniques through experiential learning, reflective exercises, peer mentoring, and case‐study analyses. The MPOC‐SP and MPOC‐Con were administered preparticipation and postparticipation. Results: Repeated multivariate analysis of variance and reliable change index (RCI) analyses indicated a significant group increase in performance and confidence following the training in two of the four MPOC‐SP factors and in all MPOC‐Con factors, F(1, 7) = 5.17, P = .003, η2 = .68; RCI > 1.96. Individual change patterns in FCC performance indicated patterns of increased, decreased, or stable performance, with the highest increased performances reported for treating people respectfully (79%) and communicating specific information (71%), mostly stable performance in providing general information (75%) and similar levels of increase and stability (41% and 39%, respectively) for interpersonal sensitivity. The Pearson's correlation between MPOC‐SP and MPOC‐Con were significant, moderate‐strong, and positive (r = .42–.69, P < .05). Conclusions: The MPOC‐SP and the MPOC‐Con are sensitive measures suitable for evaluating individual and group changes following training. When designing professional development programmes, managers and educators should consider the interrelation between self‐efficacy and implementing acquired knowledge and skills in FCC.
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