Training interventions for healthcare providers offering group-based patient education. A scoping review

被引：7

作者：

Kristjansdottir, Olof Birna ^{[1
]}

Vagan, Andre ^{[1
]}

Svavarsdottir, Margret Hronn ^{[2
]}

Borve, Hilde Blindheim ^{[1
]}

Hvinden, Kari ^{[1
]}

Duprez, Veerle ^{[3
]}

Van Hecke, Ann ^{[3
,4
]}

Heyn, Lena ^{[5
]}

Stromme, Hilde ^{[6
]}

Stenberg, Una ^{[1
,7
]}

机构：

[1] Oslo Univ Hosp, Norwegian Natl Advisory Unit Learning & Mastery H, Postbox 4959, N-0424 Oslo, Norway

[2] Univ Akureyri, Sch Hlth Sci, Akureyri, Iceland

[3] Univ Ghent, Univ Ctr Nursing & Midwifery, Fac Med & Hlth Sci, Dept Publ Hlth & Primary Care, Ghent, Belgium

[4] Ghent Univ Hosp, Nursing Dept, Ghent, Belgium

[5] Univ South Eastern Norway, Fac Hlth & Social Sci, Dept Nursing & Hlth Sci, Drammen, Norway

[6] Univ Oslo, Univ Lib, Med Lib, Oslo, Norway

[7] Frambu Competence Ctr Rare Diagnoses, Siggerud, Norway

来源：

PATIENT EDUCATION AND COUNSELING | 2021年 / 104卷 / 05期

关键词：

Professional competence; Training; Patient education; Groups; Self-Management support; Scoping review; SELF-MANAGEMENT EDUCATION; PERSON-CENTEREDNESS; FEASIBILITY; PEOPLE; PROFESSIONALS; INVOLVEMENT; CHALLENGES; PROGRAM; IMPACT;

D O I：

10.1016/j.pec.2020.12.006

中图分类号：

R1 [预防医学、卫生学];

学科分类号：

1004 ; 120402 ;

摘要：

Objectives: To provide overview of research on training interventions for healthcare providers aimed at promoting competencies in delivering group-based patient education. Methods: A systematic literature search identified relevant studies. Data was extracted on training details, study design, outcomes and experiences. Results were summarized and qualitative data analyzed using content analysis. Results: Twenty-seven studies exploring various training interventions were included. Ten studies used qualitative methods, eight quantitative and nine mixed methods. Use of a comparison group, validated instruments and follow-up measures was rare. Healthcare providers' reactions to training were mostly positive. Several studies indicated positive short-term effects on self-efficacy and knowledge. Results on observed skills and patient outcomes were inconclusive. Results on healthcare providers' experience of delivery of group-based patient education following training were categorized into 1) Benefits of training interventions, 2) Barriers to implementation and 3) Delivery support. Conclusions: Further evaluation of training for healthcare providers delivering group-based patient education is needed before conclusions on training efficacy can be drawn. The results indicate an expanding research field still in maturation. Practice implications: Efficacy studies evaluating theoretically grounded training with clear attention on group facilitation and follow-up support are needed. Inclusion of validated instruments and long-term outcomes is encouraged. (c) 2020 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

引用

页码：1030 / 1048

页数：19

共 65 条

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