This tertiary care-primary care partnership model improved health care and reduced costs with relatively modest institutional support.

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CMC families' low QoL did not appear to be related to healthcare satisfaction or a shift from inpatient to outpatient resource use. Less staff support for families of CMC who spent more time at home may have contributed to their continued low QoL. Further study is required to identify causes of and strategies for improving the low QoL of families of CMC.

This chapter describes a collaborative design model for developing curriculum for family caregivers of children with special health care needs. The curriculum focuses on access to information and seamless care for children, with the ultimate goal of fostering family independence.While health care providers are knowledgeable of health conditions and of the information patients need to make appropriate health decisions and follow health providers' recommendations, they lack information about adult teaching and learning and appropriate curriculum design. Adult educators can contribute more sophisticated skills in program planning, delivery, evaluation, and research to create learner-centered programs promoting societal as well as individual change.This chapter describes a collaborative design model for developing a curriculum for families of children with special health care needs. It represents a partnership of four institutions and involves physicians, pediatric nurse care managers, social workers, psychologists, a graphic designer, and one adult educator who was recruited for her knowledge of curriculum design. The curriculum goal was to educate family caregivers on how to access and provide seamless inpatient and outpatient care for their children, whose health conditions are not well-known even by medical providers, and to stimulate more informed, responsible choices. 17 2 NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION, no. 130, Summer 2011