Family Centred Group Care: Model Building

2018 ◽  
Author(s):  
Frank Ainsworth
Keyword(s):  
Model Building ◽  
Group Care ◽  
Care Model

scholarly journals Team Clinic: An Innovative Group Care Model for Youth With Type 1 Diabetes—Engaging Patients and Meeting Educational Needs

2017 ◽  
Vol 13 (6) ◽  
pp. e269-e272 ◽  
Author(s):  
Cari Berget ◽  
Jennifer Lindwall ◽  
Jacqueline J. Shea ◽  
Georgeanna J. Klingensmith ◽  
Barbara J. Anderson ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Educational Needs ◽  
Group Care ◽  
Care Model

scholarly journals Clinician Satisfaction and Self-Efficacy With CenteringParenting Group Well-Child Care Model: A Pilot Study

2019 ◽  
Vol 10 ◽  
pp. 215013271987673 ◽  
Author(s):  
Shyam Desai ◽  
Futu Chen ◽  
Renée Boynton-Jarrett
Keyword(s):  
Child Care ◽  
Self Efficacy ◽  
Care Setting ◽  
Site Response ◽  
Sense Of Self ◽  
Group Care ◽  
Care Model ◽  
Satisfaction Scale ◽  
Well Child Care ◽  
Clinician Satisfaction

Introduction: Group-based models for well-child care have been shown to positively affect patient experience. One promising group well-child care model is CenteringParenting. However, clinician self-efficacy with delivery of the model is unknown and clinician satisfaction with the model has been understudied. Objectives: To investigate sense of self-efficacy, degree of satisfaction, and comfort with trauma-informed care (TIC) among diverse clinical providers implementing the CenteringParenting curriculum. We also examined the relationship between self-efficacy, satisfaction, and comfort with TIC, and delivery of the model. Methods: Electronic surveys were sent to CenteringParenting providers (N = 98) from 49 clinics. Providers (N = 41) from 24 clinical sites completed the survey, corresponding to a 42% individual and 49% site response rate. Surveys explored provider: satisfaction with the curriculum, perceived self-efficacy, and perspective on competency with TIC. Results: Providers indicated that the CenteringParenting model achieves each of its four objectives (means ranged from 4.10 to 4.52 for each objective, with 5 being the highest possible response). Providers rated their level of satisfaction (scale of 1 [unsatisfied] to 5 [very satisfied]) with their ability to address patient concerns higher with CenteringParenting in the group care setting (mean = 4.10) than in the individual care setting (mean = 3.55). Respondents demonstrated a high mean average Self-Efficacy in Group Care score of 93.63 (out of 110). Unadjusted logistical regression analyses demonstrated that higher provider Self-Efficacy in Group Care score (odds ratio [OR] = 1.08) and higher comfort with TIC (OR = 22.16) is associated with curriculum content being discussed with a facilitative approach. Conclusions: Providers from diverse clinical sites report high satisfaction with and self-efficacy in implementing the CenteringParenting model.

scholarly journals Model fidelity of group antenatal and postnatal care: a process analysis of the first implementation of this innovative service model by the Preterm Birth Initiative-Rwanda

2020 ◽  
Vol 4 ◽  
pp. 7
Author(s):  
Elizabeth Butrick ◽  
Tiffany Lundeen ◽  
Beth S. Phillips ◽  
Olive Tengera ◽  
Antoinette Kambogo ◽  
...  
Keyword(s):  
Antenatal Care ◽  
Working Group ◽  
Process Analysis ◽  
Group Care ◽  
Trial Period ◽  
Care Model ◽  
Self Assessment ◽  
Group Visits ◽  
Technical Working Group ◽  
Care Facilitators

Background: For a large trial of the effect of group antenatal care on perinatal outcomes in Rwanda, a Technical Working Group customized the group care model for implementation in this context. This process analysis aimed to understand the degree of fidelity with which the group antenatal care model was implemented during the trial period. Methods: We used two discreet questionnaires to collect data from two groups about the fidelity with which the group antenatal care model was implemented during this trial period. Group care facilitators recorded descriptive data about each visit and self-assessed process fidelity with a series of yes/no checkboxes. Master Trainers assessed process fidelity with an 11-item tool using a 5-point scale of 0 (worst) to 4 (best). Results: We analyzed 2763 questionnaires completed by group care facilitators that documented discreet group visits among pregnant and postnatal women and 140 questionnaires completed by Master Trainers during supervision visits. Data recorded by both groups was available for 84 group care visits, and we compared these assessments by visit. Approximately 80% of all group visits were provided as intended, with respect to both objective measures (e.g. group size) and process fidelity. We did not find reliable correlations between conceptually-related items scored by Master Trainers and self-assessment data reported by group visit facilitators. Conclusions: We recommend both the continued participation of expert observers at new and existing group care sites and ongoing self-assessment by group care facilitators. Finally, we present two abbreviated assessment tools developed by a Rwanda-specific Technical Working Group that reviewed these research results.

scholarly journals Improving relationship quality in group care settings: The impact of implementing the CARE model

2020 ◽  
Vol 109 ◽  
pp. 104623 ◽  
Author(s):  
Charles V. Izzo ◽  
Elliott G. Smith ◽  
Deborah E. Sellers ◽  
Martha J. Holden ◽  
Michael A. Nunno
Keyword(s):  
Relationship Quality ◽  
Group Care ◽  
Care Model ◽  
The Impact

scholarly journals Our Hands, Our Health: Developing a Promising Group Healthcare Model for Pediatric to Adult Transition in a Sickle Cell Disease Clinic

Blood ◽  
2018 ◽  
Vol 132 (Supplement 1) ◽  
pp. 4713-4713
Author(s):  
Angela Rivers ◽  
Ronisha Edwards ◽  
Divya Bhandar ◽  
Sharice Bradford ◽  
Brigid Packer ◽  
...  
Keyword(s):  
Sickle Cell Disease ◽  
Health Education ◽  
Communication Skills ◽  
Sickle Cell ◽  
Group Care ◽  
Cell Disease ◽  
Care Model ◽  
Adult Care ◽  
Healthcare Model ◽  
Core Components

Abstract Background: The transition of adolescents and emerging adults (AEA) from pediatric to adult care is often challenging. This is especially true for those with sickle cell disease (SCD) because transition coincides with a time period of rapidly increasing mortality risk. Gaps in knowledge and lack of appropriate communication skills can contribute to this risk. Many SCD AEA do not know which variant of SCD they have, cannot explain their relevant medical history, do not understand or take ownership over requesting prescription refills, and do not have the skillset to navigate health insurance. Additionally, pain is an invisible complication that cannot be objectively measured and requires communication skills. Many patients lack the necessary communication skills to effectively articulate their pain to healthcare providers. To address the transition needs of individuals with SCD, our team adapted and developed an innovative group healthcare model based on the core components of the well-established Centering® healthcare model. We produced a group healthcare curriculum entitled Our Hands, Our Health based on these gaps in knowledge. At each session, the 8-10 patients in the group will have a one-on-one visit with their hematologist and then meet with the entire group for 60 minutes of health education through group discussions led by two facilitators using interactive activities, games, and role-plays. Patients form relationships with other members of the group and with the co-facilitators as they collaboratively discuss and generate health education strategies. Methods: Using a constant comparative technique, we reviewed the core components of the Centering® model and systematically integrated these into the Our Hands, Our Heath program. The health education content reflects the needs of all AEA as well as the unique healthcare needs of AEA with sickle cell disease as they prepare to transition to adult care. Next, we completed a 6-session feasibility and acceptability study with four participants who met monthly. Then, we expanded the program from 6 to 10 sessions and conducted a full-scale pilot meeting every other month (n=13). Direct observations of sessions, debriefings, and interviews with participants and co-facilitators were used to evaluate the model. Results: Participants and co-facilitators enthusiastically embraced the Centering-based group care model. The feasibility participants (n=4) stated that they preferred group care to individual care. From the pilot, there was only one participant who did not like meeting in a group; all others (n=9) reported that they enjoyed group meetings and preferred getting their care this way. Three participants were lost to follow-up due to moving (n=2) and full-time employment (n=1). After the 4th session, six participants reported feeling more prepared for transition. Participants described the value of shared experiences and appreciated the engaging learning environment. Participants felt group meetings offered a supportive environment allowing them to develop relationships with peers who can relate, as well as with their healthcare provider, who was a co-facilitator. They were comfortable asking questions for clarification and liked being able to have in-depth discussions. Co-facilitators reported that it was more efficient to convey health education material in groups than repeating things to each patient one by one and observed participants in group care had an increased understanding of the health education messages. Some structural changes included securing a room larger, how patients were checked in and checked out, how vital signs were taken, and the hiring of a phlebotomist. Conclusions: The Centering-based group care model was feasible and acceptable by participants and co-facilitators. In addition to patient-focused assessments, we suggest including provider satisfaction and perceived quality of care measures. Sustainability is an important consideration and a costs/benefits analysis is needed. Based on our developmental research, a Centering-based group care model appears to offer a promising strategy to increase health education and will facilitate a successful transition from pediatric to adult care. Our long-term goal is to test the efficacy of such a model. Disclosures No relevant conflicts of interest to declare.

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