Training interventions for healthcare providers offering group-based patient education. A scoping review |
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| Authors: | Olöf Birna Kristjansdottir André Vågan Margrét Hrönn Svavarsdóttir Hilde Blindheim Børve Kari Hvinden Veerle Duprez Ann Van Hecke Lena Heyn Hilde Strømme Una Stenberg |
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| Affiliation: | 1. The Norwegian National Advisory Unit on Learning and Mastery in Health, Oslo University Hospital, Oslo, Norway;2. School of Health Sciences, University of Akureyri, Akureyri, Iceland;3. University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium;4. Staff Member Nursing Department, Ghent University Hospital, Ghent, Belgium;5. Faculty of Health and Social Sciences, Department of Nursing and Health Sciences, University of South-Eastern Norway, Drammen, Norway;6. University Library, Medical Library, University of Oslo, Oslo, Norway;7. Frambu Competence Center for Rare Diagnoses, Siggerud, Norway |
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| Abstract: | ObjectivesTo provide overview of research on training interventions for healthcare providers aimed at promoting competencies in delivering group-based patient education.MethodsA systematic literature search identified relevant studies. Data was extracted on training details, study design, outcomes and experiences. Results were summarized and qualitative data analyzed using content analysis.ResultsTwenty-seven studies exploring various training interventions were included. Ten studies used qualitative methods, eight quantitative and nine mixed methods. Use of a comparison group, validated instruments and follow-up measures was rare. Healthcare providers’ reactions to training were mostly positive. Several studies indicated positive short-term effects on self-efficacy and knowledge. Results on observed skills and patient outcomes were inconclusive. Results on healthcare providers’ experience of delivery of group-based patient education following training were categorized into 1) Benefits of training interventions, 2) Barriers to implementation and 3) Delivery support.ConclusionsFurther evaluation of training for healthcare providers delivering group-based patient education is needed before conclusions on training efficacy can be drawn. The results indicate an expanding research field still in maturation.Practice implicationsEfficacy studies evaluating theoretically grounded training with clear attention on group facilitation and follow-up support are needed. Inclusion of validated instruments and long-term outcomes is encouraged. |
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| Keywords: | Professional competence Training Patient education Groups Self-Management support Scoping review |
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