School of Rehabilitation Science, McMaster University, 1400 Main St. West, L8S 1C7, Hamilton, Ontario, Canada.
Faculty of Education, Brock University, St. Catharines, Ontario, Canada.
Patient Educ Couns. 2019 Oct;102(10):1822-1832. doi: 10.1016/j.pec.2019.05.009. Epub 2019 May 7.
To review the literature on chronic disease self-management programs that blend face-to-face and online/computer-based education design and delivery.
A critical interpretive synthesis was conducted. Studies that described blended chronic disease self-management programs were reviewed. Two reviewers performed independent database searches, eligibility screening, and data extraction. Findings were synthesized using a conceptual mapping process.
Twelve articles were included in the final review. Studies focused on patients with diagnoses of diabetes, asthma, and chronic obstructive pulmonary disorder. Factors influencing the design and delivery of programs focused on patient characteristics (such as disease prognosis, time since diagnosis, social determinants of health, health literacy, and proficiency with online/computer-based technologies).
Blended learning self-management programs should consider the suitability of programs in light of health conditions and patient characteristics. Individual patient needs can be identified through clinician-driven assessments, including collaborative goal setting and the selection of pertinent educational tools.
When considering the design and delivery of chronic disease self-management education programs, healthcare providers should consider three factors: 1) patient characteristics, 2) learning perspectives, and 3) design technology options that best meet patient abilities, clinician expertise, and administrative capacity.
综述将面对面和在线/基于计算机的教育设计和交付相结合的慢性病自我管理项目的文献。
进行了批判性解释性综合。综述了描述混合慢性病自我管理项目的研究。两名审查员独立进行了数据库搜索、资格筛选和数据提取。使用概念映射过程综合研究结果。
最终综述共纳入 12 篇文章。研究对象为诊断为糖尿病、哮喘和慢性阻塞性肺疾病的患者。影响项目设计和交付的因素侧重于患者特征（如疾病预后、诊断后时间、健康的社会决定因素、健康素养以及在线/基于计算机技术的熟练程度）。
混合学习自我管理项目应根据健康状况和患者特征考虑项目的适用性。可以通过临床医生驱动的评估来确定个体患者的需求，包括协作目标设定和相关教育工具的选择。
在考虑慢性病自我管理教育项目的设计和交付时，医疗保健提供者应考虑三个因素：1）患者特征，2）学习视角，3）设计技术选项，这些选项最能满足患者能力、临床医生专业知识和管理能力。
