A multidisciplinary paediatric diabetes health care team: perspectives on adolescent care

Spencer, Joy; Cooper, Helen

doi:10.1002/pdi.1596

Cited by 8 publications

(6 citation statements)

References 25 publications

(28 reference statements)

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“…Members work interdependently to pool their knowledge in order to achieve a common goal that results in more than the sum of its parts 12,15,17,42,43. The notions of interdependence and shared decision making feature in numerous definitions; however, in each instance the authors use the term multidisciplinary (refer Table 1 36,44,45). These discrepancies support extant literature that highlights inconsistencies in terminology usage and interpretations 8,15–19,46,47…”

Section: Discussionmentioning

confidence: 99%

Terminology used to describe health care teams: an integrative review of the literature

Chamberlain-Salaun¹,

Mills²,

Usher³

2013

JMDH

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PurposeHealth systems around the world are struggling to meet the needs of aging populations and increasing numbers of clients with complex health conditions. Faced with multiple health system challenges, governments are advocating for team-based approaches to health care. Key descriptors used to describe health care teams include “interprofessional,” “multiprofessional,” “interdisciplinary,” and “multidisciplinary.” Until now there has been no review of the use of terminology relating to health care teams. The purpose of this integrative review is to provide a descriptive analysis of terminology used to describe health care teams.MethodsAn integrative review of the literature was conducted because it allows for the inclusion of literature related to studies using diverse methodologies. The authors searched the literature using the terms interprofessional, multiprofessional, interdisciplinary, and multidisciplinary combined with “health teams” and “health care teams.” Refining strategies included a requirement that journal articles define the term used to describe health care teams and include a list of health care team members. The literature selection process resulted in the inclusion of 17 journal articles in this review.Results:Multidisciplinary is more frequently used than other terminology to describe health care teams. The findings in this review relate to frequency of terminology usage, justifications for use of specific terminology, commonalities and patterns related to country of origin of research studies and health care areas, ways in which terminology is used, structure of team membership, and perspectives of definitions used.Conclusion:Stakeholders across the health care continuum share responsibility for developing and consistently using terminology that is both common and meaningful. Notwithstanding some congruence in terminology usage, this review highlights inconsistencies in the literature and suggests that broad debate among policy makers, clinicians, educators, researchers, and consumers is still required to reach useful consensus.

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Section: Discussionmentioning

confidence: 99%

Terminology used to describe health care teams: an integrative review of the literature

Chamberlain-Salaun¹,

Mills²,

Usher³

2013

JMDH

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“…We therefore began a programme of research to develop a meaningful educational intervention for adolescents with Type 1 diabetes based on the Medical Research Council's framework for the development of complex interventions . We set out to explore the world from the perspectives of adolescents (age 13–16 years), their parents and their health professional teams . This paper reports on the first study phase, which aimed to qualitatively explore the lived experiences of adolescents with Type 1 diabetes and their parents.…”

Section: Introductionmentioning

confidence: 99%

The lived experiences of young people (13–16 years) with Type 1 diabetes mellitus and their parents – a qualitative phenomenological study

2012

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For adolescents to become independent in Type 1 diabetes self-management, they must develop capability through experiential learning. It is important that parents and health professionals understand the important role they play in this process and have the skills to support adolescents in this way. Data from this study have been used to develop an online interactive 'Adolescent Diabetes Needs Assessment Tool', which assesses individual learning and support needs to aid the process of feedback and discussion.

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“…The majority of respondents from the 68 UK centres worked in clinics with >100 CYP, but only three respondents worked in clinics of >400 patients. UK HCPs commented that large, complex case loads and the increasing demands to provide SPE, without extra resources, placed them under great pressure to deliver high quality individualised diabetes education as highlighted by Spencer and Cooper in this issue of Practical Diabetes 15. Smaller clinics also have fewer HCPs and less flexibility to include SPE as part of routine care.…”

Section: Discussionmentioning

confidence: 99%

Education and training in paediatric diabetes: the UK position. Survey on behalf of the SWEET Project 2008–11

2011

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The aim of the three‐year SWEET Project EU was to establish Centres of Reference for Paediatric Diabetes in order to improve standards of care for children and young people (CYP) with diabetes across Europe. Part of this project involved making recommendations about education of CYP and their families, as well as of health care professionals (HCPs). The following UK data collected in 2009 contributed to the SWEET final data collection. Information covered diabetes education to CYP with diabetes, their families, staff in schools and HCPs. An online questionnaire was circulated to HCPs who were involved in the care of CYP with diabetes. Responses from 100 HCPs were received, mainly from larger more specialised clinics and included all members of the multidisciplinary team (MDT). Results showed that few services have written comprehensive educational curricula for CYP; programmes of education are predominantly focused on education for insulin adjustment/carbohydrate counting protocols and pump therapy, with major deficiencies in psycho‐social interventions, family communication, continuing education and transition programmes. Learning outcomes are not adequately assessed and programmes are rarely linked to diabetes outcomes. These deficiencies exist partly because paediatric diabetes has not been recognised or contracted as a specialty service. The majority of HCP posts in paediatric diabetes do not demand prior experience in the specialty. Standardised and accredited initial and continuing professional development opportunities are severely limited and often there is little support from NHS trusts. The functioning of MDTs could be improved through agreed team philosophies, consensus on targets and increased MDT ‘business meetings’. Respondents gave overwhelming support to the development of a National Paediatric Diabetes Framework that includes accredited, validated, structured education programmes for CYP, their families, schools and HCPs. Copyright © 2011 John Wiley & Sons.

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A multidisciplinary paediatric diabetes health care team: perspectives on adolescent care

Cited by 8 publications

References 25 publications

Terminology used to describe health care teams: an integrative review of the literature

Terminology used to describe health care teams: an integrative review of the literature

The lived experiences of young people (13–16 years) with Type 1 diabetes mellitus and their parents – a qualitative phenomenological study

Education and training in paediatric diabetes: the UK position. Survey on behalf of the SWEET Project 2008–11

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