Diabetes service management training and the need for a patient perspective: a 10-year evolution of training strategies and goals

Rosenqvist, Urban

doi:10.1016/0738-3991(94)00742-5

Cited by 16 publications

(9 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Rosenqvist[20] stated that to provide quality diabetes care to all patients, four prerequisites would have to be fulfilled: (1) Patients must have better knowledge about the disease to be motivated for an active role in its treatment. (2) Medical care should be available close to where patients live.…”

Section: Discussionmentioning

confidence: 99%

Education integrated into structured general practice care for Type 2 diabetic patients results in sustained improvement of disease knowledge and self‐care

Arend¹,

Stolk²,

Rutten

et al. 2000

Diabetic Medicine

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Education integrated into structured general practice care for Type 2 diabetic patients results in sustained improvement of disease knowledge and self‐care

Arend¹,

Stolk²,

Rutten

et al. 2000

Diabetic Medicine

View full text Add to dashboard Cite

show abstract

“…International studies have shown that a diabetic's knowledge, health beliefs and personality in uence the care s he receives (15,16). Thus, skilled and motivated patients (16) and education have been shown positively to in uence the outcome of diabetes care (17).…”

Section: Patient Characteristics In Relation To Hba1c Measurements Anmentioning

confidence: 99%

HbA1c in an unselected population of 4438 people with Type 2 diabetes in a Danish county

Kristensen

Bro

Sandbæk

et al. 2001

Scandinavian Journal of Primary Health Care

View full text Add to dashboard Cite

show abstract

“…When professional competence is to be developed, understanding of the work should be the starting point for reflection (Sandberg 2001). A deeper understanding of one's work can be developed interactively through observation and reflection (Rosenqvist 1995; Wing Yan 1999; Holmström & Rosenqvist 2001). The supervisor's work was influenced by the report of Schön (1987) on reflection‐on‐action.…”

Section: Introductionmentioning

confidence: 99%

Interventions to support reflection and learning: a qualitative study

Holmström

Rosenqvist

2004

Learn Health Soc Care

Self Cite

View full text Add to dashboard Cite

The aim of this research was to explore the role of a professional development supervisor in helping health professionals to reflect on their role in patient consultations. This article is written from the viewpoint of patient‐centred care and seeks to examine how the mentor/supervisor can facilitate reflection and learning by discussing, with professionals, videotapes of their regular meetings with patients. The specific context of the article is an educational intervention in Sweden, based on modern theories of competence development for professionals in diabetes care. A purposeful sample of 18 patients with type 2 diabetes agreed to have their regular meeting with a general practitioner (GP) or diabetes nurse videotaped. The GPs or diabetes nurses of these patients then participated in an intervention, comprising sessions when they reviewed with a supervisor their consultations with the patients. These supervising sessions were videotaped and are investigated in this article. The supervisor's role was to make observations that could alter the professional's understanding of the diabetes consultation through video‐cued narrative reflection. Five overarching themes were identified from the content (the what‐aspect) of the intervention: medical problems; patient characteristics and reactions; patient education; the consultation as such; and the healthcare organization. The activities used in carrying out the intervention (the how‐aspect) were: confirmation and feedback; interpretation; reflective questioning; suggestions and corrections; and closed‐end questions or brief answers. It was hypothesized that this way of conducting reflective educational interventions would be beneficial for healthcare professionals when working with patients with various longstanding medical conditions, recognizing that a patient‐centred approach which included the patient's learning and possibilities for self‐management are more suitable for the chronic illness encounter.

show abstract

Diabetes service management training and the need for a patient perspective: a 10-year evolution of training strategies and goals

Cited by 16 publications

References 8 publications

Education integrated into structured general practice care for Type 2 diabetic patients results in sustained improvement of disease knowledge and self‐care

Education integrated into structured general practice care for Type 2 diabetic patients results in sustained improvement of disease knowledge and self‐care

HbA1c in an unselected population of 4438 people with Type 2 diabetes in a Danish county

Interventions to support reflection and learning: a qualitative study

Contact Info

Product

Resources

About