The role as moderator and mediator in parent education groups – a leadership and teaching approach model from a parent perspective

Abstract

The role as moderator and mediator in parent education groups -a leadership and teaching approach model from a parent perspective, 2015, Journal of Clinical Nursing.

Walk the talk: Leader behavior in parental education groups

“…The findings might be explained by earlier studies revealing a lack of training in group leadership for leaders (Forslund Frykedal et al, ; Lefèvre et al, ), lack of competence in managing groups and teaching methods, as well as difficulties in identifying parents' needs (Forslund Frykedal et al, ). The results also support and can provide better understanding of parents' reports of a shortage of group activities (Berlin et al, ; Forslund Frykedal & Rosander, ), a lack of leadership ability in PE groups (Berlin et al, ; Forslund Frykedal et al, ), and the most frequent teaching method used in PE groups being lectures (Berlin et al, ). The present study showed that leaders used their expert role most of the time, and mediated information and expert knowledge.…”

“…Parents prefer leaders who can create participative and interactive learning environments instead of a more lecture‐type style (Berlin et al, ). Obviously, it is a challenge to give up the expert role and provide opportunities to parents to set the agenda (Baldwin & Phillips, ; Forslund Frykedal & Rosander, ). Therefore, giving leaders opportunities to develop these abilities is important for learning in a PE group environment to provide better parental support.…”

“…Parents attending PE groups emphasize the importance of these groups and are relatively satisfied with the content (Berlin et al, ), find it meaningful to socialize with other parents (Berlin et al, ; Hjälmhult, Glavin, Okland, & Tveiten, ; Lefèvre et al, ), and have a preference for an interactive learning approach discussing with other participants (Berlin et al, ; Forslund Frykedal & Rosander, ). However, parents report a lack of ability of health professionals to lead the groups (Berlin et al, ; Forslund Frykedal et al, ; Lefèvre et al, ).…”

Managing parental groups: personal impact of a group leadership course for child healthcare nurses

“…The CHS programme is well appreciated by the parents and 98–99% participate, although only 49% participate in the parental groups (Centre of Excellence for Child Health Service ). There is little research on group leadership in parental groups for parents or parents to be (Thielen , Forslund Frykedal & Rosander ), but a trusting and permissive climate in these groups as well as how the groups are managed is seen to be of importance to parental satisfaction (Petersson et al . , Nolan et al .…”

“…However, most CHC nurses lack formal group leadership education or training. Parental groups are offered as a complement to individual parental support and are meant to provide possibilities for parents in the same situation to share experiences and serve as resources for each other (Forslund Frykedal & Rosander ). Lack of structure and active leadership in parental groups could cause this opportunity to be missed (Hjalmhult et al .…”