TY - JOUR
T1 - Factors influencing patient education in shared medical appointments
T2 - Integrative literature review
AU - Tsiamparlis-Wildeboer, Anna H.C.
AU - Feijen-De Jong, Esther I.
AU - Scheele, Fedde
PY - 2020/9
Y1 - 2020/9
N2 - Objective: This integrative literature review investigates the factors influencing patient education in Shared Medical Appointments. Methods: Following template analysis method, we used key concepts of the Social Cognitive Theory (SCT) and Social Constructivism as a priori themes. After detailed analysis of the included studies, we deduced subthemes, forming a final template. Based on this final template, we analysed our data again as a final check. Results: We included 22 studies. We found that the factors feeling of bonding, humour, feeling of safety, access to information, time, relationship participants-staff, modelling and self-regulation influence the education of SMA participants. Furthermore, we found that health care providers function both as leaders and peers. Conclusion: We found eight factors that influence the education of SMA participants. Health care providers exert influence on these factors, but in turn, they are also influenced by them in their transfer of knowledge. Practice implications: In order to create a climate of learning and to promote transfer of knowledge, these eight factors should be considered. Health care providers should be aware of their roles and they might need some extra skills for their leadership roles. This can also lead to practical implications for the curriculum in medical schools.
AB - Objective: This integrative literature review investigates the factors influencing patient education in Shared Medical Appointments. Methods: Following template analysis method, we used key concepts of the Social Cognitive Theory (SCT) and Social Constructivism as a priori themes. After detailed analysis of the included studies, we deduced subthemes, forming a final template. Based on this final template, we analysed our data again as a final check. Results: We included 22 studies. We found that the factors feeling of bonding, humour, feeling of safety, access to information, time, relationship participants-staff, modelling and self-regulation influence the education of SMA participants. Furthermore, we found that health care providers function both as leaders and peers. Conclusion: We found eight factors that influence the education of SMA participants. Health care providers exert influence on these factors, but in turn, they are also influenced by them in their transfer of knowledge. Practice implications: In order to create a climate of learning and to promote transfer of knowledge, these eight factors should be considered. Health care providers should be aware of their roles and they might need some extra skills for their leadership roles. This can also lead to practical implications for the curriculum in medical schools.
KW - Identification
KW - Modelling
KW - Patient education
KW - Peer learning
KW - Role of health care providers
KW - Shared medical appointments
UR - http://www.scopus.com/inward/record.url?scp=85084123865&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85084123865&partnerID=8YFLogxK
U2 - https://doi.org/10.1016/j.pec.2020.03.006
DO - https://doi.org/10.1016/j.pec.2020.03.006
M3 - Review article
C2 - 32376140
SN - 0738-3991
VL - 103
SP - 1667
EP - 1676
JO - Patient Education and Counseling
JF - Patient Education and Counseling
IS - 9
ER -