Competency in obesity management: An educational intervention study with nurse practitioner students

Fruh, Sharon; Golden, Angela; Graves, Rebecca; Minchew, Leigh; Platt, Terrie H.; Hall, Heather; Williams, Susan G.; Mehari, Krista R.; Sims, Brook M.; Hauff, Caitlyn; Cheese, Callie

doi:10.1097/jxx.0000000000000218

Cited by 7 publications

(2 citation statements)

References 20 publications

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“…This corresponds with a Dutch report about YHC nurses fulfilling the role of CPs [ 47 ]. Moreover, a previous study confirms that acknowledging that obesity is a complex disease driven by biological, social, and psychological factors, rather than by personal choices, enhances goal-setting, empathy and the overall level of involvement of the patient [ 48 ]. Furthermore, having an affinity with obesity-related issues and extensive experience as a CP were also cited as key factors that both aided the process of conducting a psychosocial and lifestyle assessment and optimized the support and care for children with obesity.…”

Section: Discussionmentioning

confidence: 67%

Conducting a psychosocial and lifestyle assessment as part of an integrated care approach for childhood obesity: experiences, needs and wishes of Dutch healthcare professionals

Koetsier

Mil

Eilander

et al. 2021

BMC Health Serv Res

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Background The causes and consequences of childhood obesity are complex and multifaceted. Therefore, an integrated care approach is required to address weight-related issues and improve children’s health, societal participation and quality of life. Conducting a psychosocial and lifestyle assessment is an essential part of an integrated care approach. The aim of this study was to explore the experiences, needs and wishes of healthcare professionals with respect to carrying out a psychosocial and lifestyle assessment of childhood obesity. Methods Fourteen semi-structured interviews were conducted with Dutch healthcare professionals, who are responsible for coordinating the support and care for children with obesity (coordinating professionals, ‘CPs’). The following topics were addressed in our interviews with these professionals: CPs’ experiences of both using childhood obesity assessment tools and their content, and CPs’ needs and wishes related to content, circumstances and required competences. The interviews comprised open-ended questions and were recorded and transcribed verbatim. The data was analysed using template analyses and complemented with open coding in MAXQDA. Results Most CPs experienced both developing a trusting relationship with the children and their parents, as well as establishing the right tone when engaging in weight-related conversations as important. CPs indicated that visual materials were helpful in such conversations. All CPs used a supporting assessment tool to conduct the psychosocial and lifestyle assessment but they also indicated that a more optimal tool was desirable. They recognized the need for specific attributes that helped them to carry out these assessments, namely: sufficient knowledge about the complexity of obesity; having an affinity with obesity-related issues; their experience as a CP; using conversational techniques, such as solution-focused counselling and motivational interviewing; peer-to-peer coaching; and finally, maintaining an open-minded, non-stigmatizing stance and harmonizing their attitude with that of the child and their parents. Conclusions Alongside the need for a suitable tool for conducting a psychosocial and lifestyle assessment, CPs expressed the need for requisite knowledge, skills and attitudes. Further developing a supporting assessment tool is necessary in order to facilitate CPs and thereby improve the support and care for children with obesity and their families.

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Section: Discussionmentioning

confidence: 67%

Conducting a psychosocial and lifestyle assessment as part of an integrated care approach for childhood obesity: experiences, needs and wishes of Dutch healthcare professionals

Koetsier

Mil

Eilander

et al. 2021

BMC Health Serv Res

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“…Whilst the Educational Outcomes Framework (DOH, 2012) places a clear emphasis on establishing a direct relationship between education and improvements in patient care, the tangible outcomes of professional education have proved difficult to measure (Clarke et al.). Despite these challenges, there is a small but growing body of evidence demonstrating outcomes from postgraduate education for nurses, including increased knowledge, skills and confidence (Grant & Buckley, 2019) and improved patient care (Fruh et al., 2019).…”

Section: Introductionmentioning

confidence: 99%

Rheumatology nurses' perceptions of undertaking a postgraduate education programme: A phenomenological study

Ryan,

Hassell,

Paskins

et al. 2023

Musculoskeletal Care

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BackgroundThe expansion of the role of the rheumatology nurse specialist led to the instigation, in 1999, of the first Masters programme in rheumatology nursing, with the aim of supporting clinical advancement with evidence‐based practice. This study explored the experience of rheumatology nurses undertaking postgraduate study at Masters level.Objectives(1) To explore the perceptions and experiences of clinical nurse specialists undertaking a Masters programme in Rheumatology Nursing, including perceptions of impact. (2) To identify future educational needs.MethodsTen rheumatology nurses who had completed a Masters degree in rheumatology nursing participated in a semi‐structured video link or telephone interview conducted between 17th March 2021–17th May 2021. Interpretive phenomenological analysis was undertaken by two researchers and two public contributors.ResultsFour themes were identified: (i) Increased confidence and the development of new clinical skills. (ii) The perceived impact on the organisation; (iii) Benefits of face‐to‐face learning; and (iv) Continuing evolution of the rheumatology nurse specialist role. Participants reported increased confidence in clinical skills and felt that their learning had benefited their employing organisation. However, lack of time and insufficient managerial support could impede the implementation of new skills. Learning examination techniques, engagement in learning and peer support were seen as advantages of face‐to‐face learning. Future educational needs focused on diagnostic and prescribing skills.ConclusionsParticipant learners perceived that completing a face‐to‐face Masters in rheumatology increased confidence in delivering new clinical skills and fostered peer networks, whilst also benefiting their employing organisations. There is a need for organisational support to apply learning to the clinical setting.

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Barriers to Discussing Weight

Christensen

2021

A Clinician’s Guide to Discussing Obesity With Patients

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Competency in obesity management: An educational intervention study with nurse practitioner students

Cited by 7 publications

References 20 publications

Conducting a psychosocial and lifestyle assessment as part of an integrated care approach for childhood obesity: experiences, needs and wishes of Dutch healthcare professionals

Conducting a psychosocial and lifestyle assessment as part of an integrated care approach for childhood obesity: experiences, needs and wishes of Dutch healthcare professionals

Rheumatology nurses' perceptions of undertaking a postgraduate education programme: A phenomenological study

Barriers to Discussing Weight

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