Perceptions of patient education during hospital visit – described by school‐age children with a chronic illness and their parents

Kelo, Marjatta; Eriksson, Elina; Eriksson, Ilse

doi:10.1111/scs.12001

Cited by 23 publications

(35 citation statements)

References 36 publications

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“…Examples of such barriers included HCPs lacking the ability to have a dialogue with parents, only providing information verbally when additional written information and/or demonstration was needed [33], or being unable to adjust their teaching to parents' needs [27]. The challenge for HCPs of assessing parents' learning needs and communication preferences was highlighted, especially as these changed over time [17].…”

Section: Barriers To Parents' Learningmentioning

confidence: 99%

“…HCPs developing good working relationships with parents [34], combined with creating a reciprocal atmosphere where parents would feel able to ask questions and express opinions [33], facilitated the process of teaching. Povlsen et al [27:41] suggested that with ethnic minority families it was useful for HCPs to ascertain parents' understanding of their child's condition and its 'impact on the family within the context of their cultural reality'.…”

Section: Facilitators To Parents' Learningmentioning

confidence: 99%

“…This included combining verbal, written and audio-visual materials [33,36], using dummies and vignettes [37] and demonstration [4]. In some situations, for example where parents were learning a practical task such as giving their child medication, it was suggested that documenting and evaluating parents' learning progress and achievements could help facilitate their learning [33].…”

Section: Facilitators To Parents' Learningmentioning

confidence: 99%

“…Parents' learning needs varied between individuals and over time [30]; for example, learning needs were shaped by the level of confidence that parents had in sharing management of their child's condition [28] as relationships with HCPs changed and as parents gained knowledge and competency in caring for their child [31]. The point on the child's disease trajectory was found to impact on parents' learning needs [26]; for example, diagnosis and other points which can be particularly stressful were viewed by some as times when detailed information should be limited due to the effects of stress on retention of information [32,33]. Parents' learning needs varied depending on their child's age and stage on the life-course, including starting school, puberty and transition to adult health care [26,27].…”

Section: Parents' Learning Needs and Preferencesmentioning

confidence: 99%

“…The importance of tailoring information provision and teaching to individual parents' requirements [32] means HCPs can be required to: elicit parents' individual concerns, learning needs and understanding on an ongoing basis [28]; take into account parents' previous experiences and knowledge [33]; and take an interest in the family's whole life situation [26]. Use of various teaching methods and tools to support parents' learning was believed to be effective [34,35].…”

Section: Facilitators To Parents' Learningmentioning

confidence: 99%

See 4 more Smart Citations

Parents’ learning needs and preferences when sharing management of their child’s long-term/chronic condition: A systematic review

Nightingale

Friedl

Swallow

2015

Patient Education and Counseling

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Objective: This review aimed to 1) identify parents' learning needs and preferences when sharing the management of their child's long-term/chronic (long-term) condition and 2) inform healthcare professional support provided to parents across the trajectory. Methods: We conducted a literature search in seven health databases from 1990-2013. The quality of included studies was assessed using a critical appraisal tool developed for reviewing the strengths and weaknesses of qualitative, quantitative and mixed methods studies. Results: Twenty-three studies met our criteria and were included in the review. Three themes emerged from synthesis of the included studies: (1) parents' learning needs and preferences (2) facilitators to parents' learning, and (3) barriers to parents' learning. Conclusion:Asking parents directly about their learning needs and preferences may be the most reliable way for healthcare professionals to ascertain how to support and promote individual parents' learning when sharing management of their child's longterm condition. Practice Implications: With the current emphasis on parent-healthcare professional shared management of childhood long-term conditions, it is recommended that professionals base their assessment of parents' learning needs and preferences on identified barriers and facilitators to parental learning. This should optimise delivery of home-based care, thereby contributing to improved clinical outcomes for the child.

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Section: Barriers To Parents' Learningmentioning

confidence: 99%

Section: Facilitators To Parents' Learningmentioning

confidence: 99%

Section: Facilitators To Parents' Learningmentioning

confidence: 99%

Section: Parents' Learning Needs and Preferencesmentioning

confidence: 99%

Section: Facilitators To Parents' Learningmentioning

confidence: 99%

See 3 more Smart Citations

Parents’ learning needs and preferences when sharing management of their child’s long-term/chronic condition: A systematic review

Nightingale

Friedl

Swallow

2015

Patient Education and Counseling

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The art of introducing clean intermittent catheterization: How families respond and adapt: A qualitative study

Bauer

Saunders

Masoom

et al. 2022

Neurourology and Urodynamics

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Introduction Since its inception >50 years ago, clean intermittent catheterization (CIC) has become ubiquitous in managing lower urinary tract dysfunction in children. Emphasis has been on its impact on daily life, but little on its implementation and adjustment in families. The aim of the current study was to discover how families learned to implement and manage their child's CIC needs by interviewing caregivers, adolescents, and young adults about their experiences. Interviews were designed to uncover facilitators and barriers to beginning CIC to initiate potential improvements in a multidisciplinary approach. Methods A semi‐structured interview guide was developed and piloted initially to 12 families for validation. Between August 2018 and October 2019, 40 families (52 interviews of caregivers and patients >12 years) were then interviewed with open‐ended questions interspersed with more specific ones to generate discussion. Transcripts were coded using Dedoose software to create a base list with emergent codes. Inductive and deductive methods were employed to generate themes. Consensus was reached during successive team meetings. Results Five major and several subthemes emerged regarding implementation of CIC by caregivers and patients learning CIC for the first time. Theme 1 Parental reaction to CIC: Caregivers described benefits of an adjustment period on learning their child's need for CIC. Prenatal information to caregivers of spina bifida children gave them time to mentally process the need for CIC. Theme 2 Ease of learning CIC: impact of age and gender: caregivers identified advantages of initiating CIC in infancy. Caregivers speculated CIC was physically easier in boys than girls due to meatus location. Developmentally ready children expressed a desire for independence and privacy as they learned to initiate CIC. Theme 3 The impact of additional caregiver support in learning and performing CIC: presence of multiple caregivers optimized learning and implementation of CIC. Having secondary caregivers available provided peace of mind and more flexibility in maintaining reliable CIC care. Patients learning CIC found it helpful to have a parent present at the teaching session. Occasionally, female caregivers reported feelings of anger and frustration when male caregivers were reluctant to be involved in catheterization, irrespective of their child's gender. Theme 4 Satisfaction with healthcare team's approach: The healthcare team's responsiveness to their learning needs affected how they mastered CIC. The healthcare team's teaching and reassurance helped build caregiver confidence. Developmentally appropriate children were able to learn self‐catheterization when supported by the healthcare team. Patients learning self‐CIC articulated having a supportive healthcare team was helpful with implementation. Theme 5 Effect of CIC on employment status relative to job changes, insurance, and daycare: implementing and performing CIC presented a spectrum of issues related to employment. Educating employers reg...

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How nurses and other health professionals use learning principles in parent education practice: A scoping review of the literature

Thompson

Leach

Smith

et al. 2020

Heliyon

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Background: Health Professionals (HPs) play an important role in supporting parents to care for their children, by facilitating parents' knowledge and skills development through parent education. This is achieved through teaching, whereby planned strategies, based on principles of how people learn, enable learning. Despite Learning Principles being the fundamental tenets of the learning process, how HPs perceive and use Learning Principles in their practice is neglected in the healthcare literature. Objective: To identify, describe and map the existing literature on nurses' and HPs' perceptions and use of Learning Principles in parent education practice. Method: A scoping review was performed using the Joanna Briggs Institute approach. A comprehensive search of 10 databases and the grey literature was undertaken between March and June 2017 to identify pertinent Englishlanguage publications. The search was limited to literature published between 1998 and 2017. Following a screening and inclusion criteria eligibility check, 89 articles were selected for inclusion. Results: HPs' perceptions of Learning Principles were diverse, somewhat disorganised, divergent in meaning and implicit. This was until the Dimensions of Learning construct was applied to guide the analyses and mapping. This revealed that HPs, of whom 60.7% were nurses, used Learning Principles in parent education, but only referred to them in the context of Adult Learning. Enablers to HPs using Learning Principles included shared partnerships between parents and HPs, while barriers included parents' health beliefs, psychological issues and organisational assumptions about learning. Evaluation of parents' learning also represented implicit use of Learning Principles by HPs. Conclusion: This scoping review is the first to examine HPs' perceptions and use of Learning Principles within parent education practice. The findings reveal a significant gap in this body of knowledge. The paucity of studies containing any explicit descriptions of Learning Principles strongly supports the need for further exploration and codification of Learning Principles, through qualitative methods, whereby a deeper understanding of what is happening in healthcare practice can be established.

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Perceptions of patient education during hospital visit – described by school‐age children with a chronic illness and their parents

Abstract: The findings show the importance of comprehensive patient education competence required of nurses giving education to families having children with chronic illnesses. This knowledge can be applied to promote nurses' professional training and to develop patient education.

Cited by 23 publications

References 36 publications

Parents’ learning needs and preferences when sharing management of their child’s long-term/chronic condition: A systematic review

Parents’ learning needs and preferences when sharing management of their child’s long-term/chronic condition: A systematic review

The art of introducing clean intermittent catheterization: How families respond and adapt: A qualitative study

How nurses and other health professionals use learning principles in parent education practice: A scoping review of the literature

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