The development of patient education: Experiences of collaborative work between special and primary care in Finland

Abstract

Evaluating care pathways, strengthening patient education, developing staff's patient education skills, and improving collaboration between primary and special healthcare workers are all topical challenges. Successful patient education requires seamless cooperation across organizational boundaries throughout the whole nursing process. The aim of this study is to describe participants' experiences of development work between primary and special health care units on patient education. In this qualitative descriptive study twenty four health care workers who took part in development work in a collaborative project of special and primary health care service in northern Finland were interviewed when they had nine months' experience of the development work. The material was analysed using content analysis. Experiences of the nature of development work were described using the following categories: attachment to development work, delight in participation, factors supporting success and challenges of development work. Improvement of co-operation between special and primary health service is a topical challenge. Participation in development work offers occupational learning opportunities. Evaluation and development of own work strengthens staff members' occupational know-how. The results of this research may be utilized in the planning and execution of development work in the field of health care.[9] Kouri, P., Karjalainen-Jurvelin, R. and Kinnunen J. (2005) Commitment of project participants to developing health care services based on the Internet technology.

The quality of counselling in rehabilitation evaluated by orthopaedic surgery patients at a university hospital: A cross sectional study

“…Assurance of quality rehabilitative counselling requires adequate resources, including staff with sufficient skills and knowledge (Mitchell 2010, Lipponen et al 2013, Raitanen et al 2015, Wouda & van de Wiel 2015. Counselling duration should be adequate for the orthopaedic patient (Ernesäter et al 2009, Nikula et al 2014, Raitanen et al 2015, Rajala et al 2017).…”

“…An insufficient counselling duration creates a challenge for the therapist to motivate the orthopaedic patient towards rehabilitation (Knottenbelt et al 2007, Flanagan 2009, Kivelä et al 2014. Appropriate counselling resources, including facilities and the therapist's knowledge, skills, and attitudes, are required for implementation of quality rehabilitative counselling (Kääriäinen et al 2011, Lipponen et al 2013, Raitanen et al 2015. According to Kääriäinen et al (2011), the therapist must motivate patients, facilitate their understanding of goal-oriented rehabilitation, and provide feedback on progress to see changes in patients' lifestyle and in adherence to a post-operative care regimen.…”

COPD-Patients adherence to care and quality of counseling

“…[40] Successful counseling requires that health care providers have sufficient institutional and professional resources, including time, knowledge, skills and positive attitudes. [29,41] The inevitable conclusion is that there is a need to assess critically the way all aspects of counseling are currently delivered.…”

Quality of Clinical Counseling About Lifestyle-Related Diseases: An Analysis of Daily Practice From the National Guard Primary Health Care Center at Jeddah, Saudi Arabia

“…The quality of clinical counseling was defined based on the CQI [15] that was designed to evaluate the quality of patient counseling through four domains i.e., the content of counseling, implementation of counseling, the benefit of counseling, and counseling materials and methods. The content of counseling includes the topic that will be addressed during counseling such as symptoms of the diseases, disease risk factors, and medication.…”

“…The second section included the assessment items of clinical counseling into three domains i.e., the content of counseling, implementation or process of counseling, and benefit of counseling (see Appendix B). It was adapted from the CQI [15] and the evidence-based strategies for counseling patients in primary care [11]. To ensure face and content validity, the questionnaire and related questions were translated into Arabic and then to English again and were revised by an expert panel of specialists in family medicine, health education, health quality, and mental health.…”