Person-centered care for people with aphasia: tools for shared decision-making

Hinckley, Jacqueline; Jayes, Mark

doi:10.3389/fresc.2023.1236534

Cited by 6 publications

(1 citation statement)

References 91 publications

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“…Furthermore, completing PROMs could be challenging for stroke survivors with aphasia, who are often restricted in reading and communication. Completing PROMs with help of another person prior to the consultation could increase the feasibility for these patients and may be of extra added value for them and their healthcare provider in being better prepared to discuss the problems within the limited time of the consultation [44].…”

Section: Additional Open Questionsmentioning

confidence: 99%

Exploring patients’ experience using PROMs within routine post-discharge follow-up assessment after stroke: a mixed methods approach

Mourits,

den Hartog,

de Graaf

et al. 2024

J Patient Rep Outcomes

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Background Patient Reported Outcomes Measures (PROMs) are being used increasingly to measure health problems in stroke clinical practice. However, the implementation of these PROMs in routine stroke care is still in its infancy. To understand the value of PROMs used in ischemic stroke care, we explored the patients’ experience with PROMs and with the consultation at routine post-discharge follow-up after stroke. Methods In this prospective mixed methods study, patients with ischemic stroke completed an evaluation questionnaire about the use of PROMs and about their consultation in two Dutch hospitals. Additionally, telephone interviews were held to gain in-depth information about their experience with PROMs. Results In total, 63 patients completed the evaluation questionnaire of which 10 patients were also interviewed. Most patients (82.2–96.6%) found completing the PROMs to be feasible and relevant. Half the patients (49.2–51.6%) considered the PROMs useful for the consultation and most patients (87.3–96.8%) reported the consultation as a positive experience. Completing the PROMs provided 51.6% of the patients with insight into their stroke-related problems. Almost 75% of the patients found the PROMs useful in giving the healthcare provider greater insight, and 60% reported discussing the PROM results during the consultation. Interviewed patients reported the added value of PROMs, particularly when arranging further care, in gaining a broader insight into the problems, and in ensuring all important topics were discussed during the consultation. Conclusions Completing PROMs appears to be feasible for patients with stroke attending post-discharge consultation; the vast majority of patients experienced added value for themselves or the healthcare provider. We recommend that healthcare providers discuss the PROM results with their patients to improve the value of PROMs for the patient. This could also improve the willingness to complete PROMs in the future.

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Section: Additional Open Questionsmentioning

confidence: 99%

Exploring patients’ experience using PROMs within routine post-discharge follow-up assessment after stroke: a mixed methods approach

Mourits,

den Hartog,

de Graaf

et al. 2024

J Patient Rep Outcomes

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Supporting Participation Through Project-Based Intervention: A Tutorial for Working With People With Aphasia in Individual Sessions

Sather,

Strong

2024

Am J Speech Lang Pathol

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Purpose: Participation is an integral focus of services to people with aphasia and is considered best practice within the scope of practice for speech-language pathology. The Life Participation Approach to Aphasia encourages meaningful participation in life for people living with aphasia. In theory, providing participation-based services to people with aphasia seems logical; however, embedding these constructs of participation into practice can be challenging for speech-language pathologists (SLPs). Project-based intervention (PBI) provides an authentic opportunity to target participation and support identity reformulation in aphasia intervention. Historically, projects have been provided primarily in group-based settings, which may be difficult for the majority of SLPs who primarily offer individual sessions due to reimbursement. This tutorial provides a framework for using PBI in individual sessions for clients with aphasia using five evidence-based components: (a) shared decision making, (b) patient-reported outcomes, (c) goal setting, (d) the project, and (e) ongoing evaluation. Evidence-based tools and a case example are provided to support each component. Conclusions: Projects and PBI provide tangible means of placing participation at the center of intervention while also providing opportunities to target language impairments, identity reconstruction, and various environments in a meaningful and personalized way. Projects can be scaled to the client's needs and abilities as well as to the constraints and options of the service delivery setting.

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Toward Self-Regulated Learning in Aphasia Rehabilitation: A Proposed Framework

Imaezue,

Goral

2024

Aphasiology

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Person-centered care for people with aphasia: tools for shared decision-making

Cited by 6 publications

References 91 publications

Exploring patients’ experience using PROMs within routine post-discharge follow-up assessment after stroke: a mixed methods approach

Exploring patients’ experience using PROMs within routine post-discharge follow-up assessment after stroke: a mixed methods approach

Supporting Participation Through Project-Based Intervention: A Tutorial for Working With People With Aphasia in Individual Sessions

Toward Self-Regulated Learning in Aphasia Rehabilitation: A Proposed Framework

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