Cameron Jasmin Joan, McColl Mary Ann
School of Rehabilitation Therapy, Queen's University , Kingston, Ontario , Canada.
Scand J Occup Ther. 2015 Jul;22(4):322-4. doi: 10.3109/11038128.2015.1011691. Epub 2015 Feb 19.
Client-centered care, a core value of occupational therapy (OT) and the gold standard of health care, presents challenges in practice. Learning client-centered practice (CCP) in health professional education has been linked to use of "expert patients". How this learning occurs was acknowledged as a gap in research.
This article aims to describe OT students' experience interacting with "expert patients"; describe students' learning regarding CCP; identify conditions for learning CCP.
MScOT students participated in a qualitative study with the research question: "How does the students' experience interacting with the 'expert patient' relate to learning regarding client-centred practice?" In-depth interviews were conducted with six OT students subsequent to their "expert patient" sessions. Transcripts were analyzed using CAQDAS.
Students described admiration, discomfort, humility, and gratefulness; learning regarding collaboration; respect for autonomy; and recognition of client expertise. Three coexistent conditions fostered learning regarding CCP: the client is an expert; students experience power; and the environment includes guided reflection/discussion.
This study adds to the literature particular conditions that facilitate learning client-centered practice. All stakeholders in health professional education can benefit.
以客户为中心的护理是职业治疗（OT）的核心价值和医疗保健的黄金标准，但在实践中面临挑战。在卫生专业教育中学习以客户为中心的实践（CCP）与“专家患者”的使用有关。如何发生这种学习被认为是研究中的一个空白。
本文旨在描述职业治疗专业学生与“专家患者”互动的经历；描述学生关于以客户为中心的实践的学习情况；确定以客户为中心的实践的学习条件。
职业治疗硕士学生参与了一项定性研究，研究问题为：“学生与‘专家患者’互动的经历如何与以客户为中心的实践的学习相关？”在“专家患者”课程结束后，对六名职业治疗专业学生进行了深入访谈。使用CAQDAS对访谈记录进行了分析。
学生描述了钦佩、不适、谦逊和感激之情；关于协作的学习；对自主权的尊重；以及对客户专业知识的认可。三种共存的条件促进了以客户为中心的实践的学习：客户是专家；学生体验到权力；并且环境包括引导式反思/讨论。
本研究为促进以客户为中心的实践学习的特定条件增添了文献内容。卫生专业教育中的所有利益相关者都可以从中受益。
