Getting it right: why bother with patient‐centred care?

Bauman, Adrian; Fardy, H John; Harris, Peter

doi:10.5694/j.1326-5377.2003.tb05532.x

Cited by 214 publications

(135 citation statements)

References 21 publications

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“…By addressing these challenges we would then be on the road to more patient-centered systems of care and the benefits for both patients and clinicians that such systems provide, including improved glycemic control [60, 61], greater patient satisfaction [61, 62], higher levels of patient well-being [62, 63], increased patient engagement [61–63], and more provider satisfaction [63]. …”

Section: Discussionmentioning

confidence: 99%

Diabetes Education: the Experiences of Young Adults with Type 1 Diabetes

et al. 2014

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IntroductionClinician-led diabetes education is a fundamental component of care to assist people with Type 1 diabetes (T1D) self-manage their disease. Recent initiatives to incorporate a more patient-centered approach to diabetes education have included recommendations to make such education more individualized. Yet there is a dearth of research that identifies patients’ perceptions of clinician-led diabetes education. We aimed to describe the experience of diabetes education from the perspective of young adults with T1D.MethodsWe designed a self-reported survey for Australian adults, aged 18–35 years, with T1D. Participants (n = 150) were recruited by advertisements through diabetes consumer-organizations. Respondents were asked to rate aspects of clinician-led diabetes education and identify sources of self-education. To expand on the results of the survey we interviewed 33 respondents in focus groups.ResultsSurvey: The majority of respondents (56.0%) were satisfied with the amount of continuing clinician-led diabetes education; 96.7% sought further self-education; 73.3% sourced more diabetes education themselves than that provided by their clinicians; 80.7% referred to diabetes organization websites for further education; and 30.0% used online chat-rooms and blogs for education. Focus groups: The three key themes that emerged from the interview data were deficiencies related to the pedagogy of diabetes education; knowledge deficiencies arising from the gap between theoretical diabetes education and practical reality; and the need for and problems associated with autonomous and peer-led diabetes education.ConclusionOur findings indicate that there are opportunities to improve clinician led-diabetes education to improve patient outcomes by enhancing autonomous health-literacy skills and to incorporate peer-led diabetes education and support with clinician-led education. The results provide evidence for the potential value of patient engagement in quality improvement and health-service redesign.Electronic supplementary materialThe online version of this article (doi:10.1007/s13300-014-0056-0) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Diabetes Education: the Experiences of Young Adults with Type 1 Diabetes

et al. 2014

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“…A number of research studies have concluded that there is a positive link between the practice of patient-centered healthcare in clinical settings and outcomes [e.g. 6–9]. Collectively studies indicate that the patient-centered approach can lead to a variety of positive outcomes including patient satisfaction, emotional health, symptom resolution, function, physiologic measures (i.e.…”

Section: Benefits Of Patient-centered Healthcarementioning

confidence: 99%

International Alliance of Patients' Organizations perspectives on person-centered medicine

Groves¹

2010

Int J Integr Care

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“…Patient-centred care is a well-recognised principle of general practice, in which the patient perspective is respected and the GP and patient find common ground to achieve more effective healthcare and better health outcomes [22]. Culturally competent care is aligned to patient-centred care in terms of a respectful approach and a shared commitment to healthcare which is effective and acceptable to individuals in their context.…”

Section: Discussionmentioning

confidence: 99%

General Practitioner Supervisor assessment and teaching of Registrars consulting with Aboriginal patients – is cultural competence adequately considered?

et al. 2014

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BackgroundGeneral Practitioner (GP) Supervisors have a key yet poorly defined role in promoting the cultural competence of GP Registrars who provide healthcare to Aboriginal and Torres Strait Islander people during their training placements. Given the markedly poorer health of Indigenous Australians, it is important that GP training and supervision of Registrars includes assessment and teaching which address the well documented barriers to accessing health care.MethodsA simulated consultation between a GP Registrar and an Aboriginal patient, which illustrated inadequacies in communication and cultural awareness, was viewed by GP Supervisors and Medical Educators during two workshops in 2012. Participants documented teaching points arising from the consultation which they would prioritise in supervision provided to the Registrar. Content analysis was performed to determine the type and detail of the planned feedback. Field notes from workshop discussions and participant evaluations were used to gain insight into participant confidence in cross cultural supervision.ResultsSixty four of 75 GPs who attended the workshops participated in the research. Although all documented plans for detailed teaching on the Registrar’s generic communication and consultation skills, only 72% referred to culture or to the patient’s Aboriginality. Few GPs (8%) documented a plan to advise on national health initiatives supporting access for Aboriginal and Torres Strait Islander people. A lack of Supervisor confidence in providing guidance on cross cultural consulting with Aboriginal patients was identified.ConclusionsThe role of GP Supervisors in promoting the cultural competence of GP Registrars consulting with Aboriginal and Torres Strait Islander patients could be strengthened. A sole focus on generic communication and consultation skills may lead to inadequate consideration of the health disparities faced by Indigenous peoples and of the need to ensure Registrars utilise health supports designed to decrease the disadvantage faced by vulnerable populations.

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Getting it right: why bother with patient‐centred care?

Cited by 214 publications

References 21 publications

Diabetes Education: the Experiences of Young Adults with Type 1 Diabetes

Diabetes Education: the Experiences of Young Adults with Type 1 Diabetes

International Alliance of Patients' Organizations perspectives on person-centered medicine

General Practitioner Supervisor assessment and teaching of Registrars consulting with Aboriginal patients – is cultural competence adequately considered?

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