Experiences of Rehabilitation Professionals with the Implementation of a Back School for Patients with Chronic Low Back Pain: A Qualitative Study

Abstract

A standardized curriculum back school (CBS) has been recommended for further dissemination in medical rehabilitation in Germany. However, implementation of self-management education programs into practice is challenging. In low back pain care, individual factors of professionals could be decisive regarding implementation fidelity. The study aim was to explore attitudes and experiences of professionals who conducted the back school. Qualitative interviews were led with 45 rehabilitation professionals. The data were examined using thematic analysis. Three central themes were identified: (a) “back school as a common thread,” (b) “theory versus practice,” and (c) “participation and patient-centeredness.” The CBS and its manual were frequently described positively because they provide structure. However, specified time was mentioned critically and there were heterogeneous perceptions regarding flexibility in conducting the CBS. Theory and practice in the CBS were discussed concerning amount, distribution, and conjunction. Participation and patient-centeredness were mainly mentioned in terms of amount and heterogeneity of participation as well as the demand for competences of professionals. Factors were detected that may either positively or negatively influence the implementation fidelity of self-management education programs. The results are explorative and provide potential explanatory mechanisms for behavior and acceptance of rehabilitation professionals regarding the implementation of biopsychosocial back schools.

Entwicklung und aktueller Stand des Gesundheitstrainingsprogramms der Deutschen Rentenversicherung Bund

“…Unterstützung in Form von Train-the-Trainer (TTT)-Seminaren, Beratung und Feedback werden von den Schulungsleitern gewünscht [27]. Trotz der Aufwände werden neu eingeführte Schulungen von den Mitarbeitern meist positiv bewertet und als Bereicherung des Berufsalltags erlebt [28]. Auch konnte gezeigt werden, dass sich ein TTT einerseits positiv auf die Zufriedenheit und Motivation der Schulungsleiter auswirkt, andererseits auch positive Effekte auf die spätere Schulungsdurchführung und Patientenzufriedenheit hat [29,30].…”