Spécificités pédiatriques du concept d'éducation thérapeutique du patient : analyse de la littérature de 1998 à 2012

Abstract

The results of this first concept analysis shed light on the process of knowledge transfer over time. The five characteristics, consistent with the field of health promotion, could be strengthened by a grounded theory.

“Patient participation” and related concepts: A scoping review on their dimensional composition

“…Finally, the involvement of family and social environment can be implemented throughout this whole process of collaboration in the HP and patient relationship since they provide informal support and resources for day-to-day management of health issues [68]. Establishing partnerships with families and the social environment is an important empowerment strategy [74]. The second and third themes that were identified were the relationship between the patient and the whole healthcare team, which refers to a two-way consultation between the HP, the patient and the team [45,48,50], and the inter-professional relationship that is essential and required role definition, coordination, communication, trust and respect among team members [34,72,50].…”

Évolution du profil sociocognitif et clinique d’adolescents diabétiques de type 1 ayant suivi un programme d’éducation thérapeutique : une étude pilote

“…Depuis 2010, de nombreux programmes d'ETP ont été autorisés et mis en oeuvre sur l'ensemble du territoire français, à destination de l'enfant et de l'adolescent diabétiques de type 1. Leur objectif est de rendre le patient plus autonome en facilitant son adhésion aux traitements prescrits et en améliorant sa qualité de vie [13], tout en prenant en compte des besoins spécifiques pour la population pédiatrique [14]. Cependant, les effets de ces programmes sont peu documentés à ce jour dans la littérature scientifique.…”

Educational needs and type 1 diabetes mellitus: The voices of adolescents, parents and caregivers

“…Although educational programmes are generally recognised as useful in helping individuals learn to live with diabetes (Bratina et al, 2018;Colson et al, 2014;Northam et al, 2010;Peters et al, 2011;Sawyer et al, 2007), their results remain modest in terms of glycaemic control (Murphy et al, 2012;Northam et al, 2010). The content and teaching methods proposed by existing educational programmes also vary (Baeza et al, 2013;Helgeson et al, 2009;Mayo, 1997;Ziegler and Neu, 2018) and do not always align with ISPAD's recommendations (Colson et al, 2016).…”

“…In the context of paediatric diabetes, teams seeking to develop educational activities suited to adolescents' needs and expectations should take into consideration their life context and that of their families and should engage with their experiences and points of view as well as those of health care professionals (Colson et al, 2014(Colson et al, , 2016Mayen et al, 2020). However, to date, few scientific evaluations have been conducted on the development of structured educational programmes in this field.…”

“…To ensure effectiveness, an educational programme should be informed by a detailed assessment of the target population's needs, as proposed in mapping intervention of Eldredge et al (2016). Currently, educational programmes for adolescents with T1DM in southern France vary considerably; however, they all seek to involve adolescents, their parents and health care professionals (Colson et al, 2014). Paediatric nurses in France describe delivering information sessions on topics related to T1DM, although with little active involvement from young people themselves (Mayen et al, 2020).…”