Developmentally Appropriate Patient Education during Transition: A Study of Healthcare Providers' and Parents' Perspective

Autor/inn/en	Morsa, Maxime; Gagnayre, Rémi; Pomey, Marie-Pascale; Deccache, Carole; Lombrail, Pierre
Titel	Developmentally Appropriate Patient Education during Transition: A Study of Healthcare Providers' and Parents' Perspective
Quelle	In: Health Education Journal, 79 (2020) 4, S.377-389 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morsa, Maxime)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896919888559
Schlagwörter	Patient Education; Developmentally Appropriate Practices; Health Services; Health Personnel; Chronic Illness; Transitional Programs; Adolescents; Program Implementation; Self Management; Young Adults; Foreign Countries; Individual Development; Hospitals; Resources; Institutional Role; Parent Role; France (Paris) + Suchen Sie Ihr Suchwort? Entwicklungsbezogene Bildung; Health service; Gesundheitsdienst; Gesundheitswesen; Medizinisches Personal; Chronic disease; Chronische Krankheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstmanagement; Young adult; Junger Erwachsener; Ausland; Individuelle Entwicklung; Krankengymnast; Krankenhaus; Betriebsmittel; Hilfsmittel; Parental role; Elternrolle
Abstract	Introduction: Patient education is recommended to improve the transition from paediatric to adult care for young people with chronic conditions. But a consensus has not been reached regarding a particular model. This study aimed to understand how to prepare for the implementation of a Developmentally Appropriate Patient Education during Transition (DAPET), which would revolve around the young person's psychosocial development. Method: Three focus groups were organised with healthcare providers and two focus groups took place with the parents of young people with chronic conditions. We used activity theory to explore practices and to identify obstacles to the implementation of DAPET, as well as to recognise which resources might be available to implement DAPET. Results: Healthcare providers agreed on the need to engage in an educational approach centred on the psychosocial development of young people during transition. However, study findings highlight the following obstacles to doing so: a lack of competencies in adolescent and young adult medicine and a lack of available resources to meet these goals. Furthermore, parents wanted to redefine their role in the transition process and to allow their children to develop self-management skills. Conclusion: Healthcare providers and parents considered the implementation of DAPET to be acceptable and even advisable. However, the programme's feasibility was questioned due to perceived shortfalls in the hospital system as it currently stands and the ways in which an educational approach would be applied. An environment that facilitates healthcare providers' educational initiatives and encourages the participation of parents is required. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01