Solomon Patricia, Salbach Nancy M, O'Brien Kelly K, Nixon Stephanie, Worthington Catherine, Baxter Larry, Tattle Stephen, Gervais Nicole
a School of Rehabilitation Science , McMaster University , Hamilton , Canada.
b Department of Physical Therapy , University of Toronto , Toronto , Canada.
Disabil Rehabil. 2018 Nov;40(22):2671-2676. doi: 10.1080/09638288.2017.1347719. Epub 2017 Jul 12.
The objective of this study is to describe the collaborative development of a rehabilitation guide for people living with human immunodeficiency virus (HIV) which was adapted from an online resource for clinicians.
We adapted a comprehensive evidence-informed online clinical resource for people living with HIV using a three-phase participatory process. In Phase 1, we interviewed 26 clinicians and 16 people living with HIV to gather recommendations on how to adapt and format the content to benefit people living with HIV. In Phase 2, we adapted the patient education resource using the recommendations that emerged from Phase 1. Phase 3 consisted of comprehensive stakeholder review of the revised resource on the adaptability, usability, communicability, and relevance of the information. Stakeholders participated in an interview to obtain in-depth information on their perspectives. Transcribed interviews underwent qualitative content analysis.
Stakeholders indicated that the e-guide had utility for people living with HIV, community HIV service organizations, and care providers.
Engaging people living with HIV resulted in a more relevant and meaningful resource that incorporated patients' values, needs, and preferences.
Involving multiple stakeholders and user groups in the adaptation and evaluation of online patient education resources can assist in meeting patients' needs through increasing the relevance, organization and presentation of the content, and incorporating patients' values and needs. Implications for Rehabilitation Online patient education resources should be adapted in order to maximize relevance and meaningfulness to patients. Involving multiple stakeholders in the adaptation and evaluation of online patient education resources can assist in meeting patients' needs. Involving multiple stakeholders increases the relevance, organization and presentation of the content and allows the incorporation of patient values and needs. This collaborative approach with an emphasis on meaningful participation of patients and community may be of interest to others interested in promoting knowledge translation.
本研究的目的是描述一份针对人类免疫缺陷病毒（HIV）感染者的康复指南的合作开发过程，该指南改编自一份面向临床医生的在线资源。
我们采用三阶段参与式流程，为HIV感染者改编了一份全面的循证在线临床资源。在第一阶段，我们采访了26名临床医生和16名HIV感染者，以收集关于如何调整内容和格式以造福HIV感染者的建议。在第二阶段，我们根据第一阶段提出的建议改编了患者教育资源。第三阶段包括对修订后的资源在信息的适应性、可用性、可传播性和相关性方面进行全面的利益相关者审查。利益相关者参与了一次访谈，以获取他们观点的深入信息。转录的访谈进行了定性内容分析。
利益相关者表示，该电子指南对HIV感染者、社区HIV服务组织和护理提供者有用。
让HIV感染者参与进来，产生了一份更相关、更有意义的资源，其中纳入了患者的价值观、需求和偏好。
让多个利益相关者和用户群体参与在线患者教育资源的改编和评估，可以通过提高内容的相关性、组织性和呈现方式，并纳入患者的价值观和需求，来帮助满足患者的需求。对康复的启示在线患者教育资源应进行改编，以最大限度地提高对患者的相关性和意义。让多个利益相关者参与在线患者教育资源的改编和评估，可以帮助满足患者的需求。让多个利益相关者参与，可以提高内容的相关性、组织性和呈现方式，并允许纳入患者的价值观和需求。这种强调患者和社区有意义参与的合作方法，可能会引起其他对促进知识转化感兴趣的人的关注。
