Laboratory of Education and Health Practices (EA3412), University Paris 13, Bobigny, France.
Laboratory of Education and Health Practices (EA3412), University Paris 13, Bobigny, France; Department of Public Health, Paris Seine St-Denis hospital, AP-HP, France.
Patient Educ Couns. 2017 Oct;100(10):1796-1806. doi: 10.1016/j.pec.2017.05.024. Epub 2017 May 15.
To give a comprehensive overview of the factors that influence the transition from pediatric services to adult care, and to conceptualize a relevant education program.
An evaluation grid was used to analyze the literature and classify factors depending on whether they were related to the patients, to the health care organization, to health care personnel, to the interaction between medical staff and patient, or to the illness and its treatment.
We based our analysis on a selection of 20 publications. The following factors were identified and classified in an integrative framework: self-management skills, trust in adult care, the feeling of self-efficacy, social support, the patient's gender and social position, the trust between child carers and adult carers, interdisciplinary cooperation, and the medical staff's consideration of the patient's projects.
The current analysis makes it possible to formulate educational aims and to design a way of integrating them to a transition plan. However, the collected studies mainly focus on knowledge of the illness, on treatment, and on the health care system. Psychosocial dimensions at play at the time of the transition - such as identity development - are not sufficiently explored in the research.
全面概述影响儿科服务向成人护理过渡的因素，并构思相关的教育方案。
使用评估网格对文献进行分析，并根据患者、医疗保健组织、医疗保健人员、医护人员与患者之间的相互作用、疾病及其治疗等因素对其进行分类。
我们的分析基于对 20 篇文献的选择。在一个综合框架中确定并分类了以下因素：自我管理技能、对成人护理的信任、自我效能感、社会支持、患者的性别和社会地位、儿童护理者和成人护理者之间的信任、跨学科合作以及医护人员对患者项目的考虑。
目前的分析使我们能够制定教育目标，并设计一种将其纳入过渡计划的方法。然而，所收集的研究主要侧重于疾病知识、治疗和医疗保健系统。在过渡时期发挥作用的心理社会维度，如身份发展，在研究中没有得到充分探讨。
