Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Midwifery Science, Amsterdam Public Health Research Institute, Amsterdam, The Netherlands; University of Groningen, University Medical Center Groningen, Department of General Practice & Elderly Medicine, Groningen, The Netherlands; AVAG (Academy Midwifery Amsterdam and Groningen), Groningen, The Netherlands.
Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Midwifery Science, Amsterdam Public Health Research Institute, Amsterdam, The Netherlands; University of Groningen, University Medical Center Groningen, Department of General Practice & Elderly Medicine, Groningen, The Netherlands; AVAG (Academy Midwifery Amsterdam and Groningen), Groningen, The Netherlands.
Patient Educ Couns. 2020 Sep;103(9):1667-1676. doi: 10.1016/j.pec.2020.03.006. Epub 2020 Apr 23.
This integrative literature review investigates the factors influencing patient education in Shared Medical Appointments.
Following template analysis method, we used key concepts of the Social Cognitive Theory (SCT) and Social Constructivism as a priori themes. After detailed analysis of the included studies, we deduced subthemes, forming a final template. Based on this final template, we analysed our data again as a final check.
We included 22 studies. We found that the factors feeling of bonding, humour, feeling of safety, access to information, time, relationship participants-staff, modelling and self-regulation influence the education of SMA participants. Furthermore, we found that health care providers function both as leaders and peers.
We found eight factors that influence the education of SMA participants. Health care providers exert influence on these factors, but in turn, they are also influenced by them in their transfer of knowledge.
In order to create a climate of learning and to promote transfer of knowledge, these eight factors should be considered. Health care providers should be aware of their roles and they might need some extra skills for their leadership roles. This can also lead to practical implications for the curriculum in medical schools.
本综合文献回顾调查了影响共享医疗预约中患者教育的因素。
我们采用模板分析方法，使用社会认知理论（SCT）和社会建构主义的关键概念作为先验主题。在对纳入的研究进行详细分析后，我们推导出子主题，形成最终模板。基于这个最终模板，我们再次对数据进行分析，作为最后的检查。
我们纳入了 22 项研究。我们发现，有 8 个因素影响 SMA 参与者的教育，包括：联系感、幽默、安全感、信息获取、时间、参与者-工作人员的关系、示范和自我调节。此外，我们发现医疗保健提供者既充当领导者，也充当同行。
我们发现了影响 SMA 参与者教育的 8 个因素。医疗保健提供者对这些因素施加影响，但反过来，他们在知识传递过程中也受到这些因素的影响。
为了营造学习氛围并促进知识转移，应考虑这 8 个因素。医疗保健提供者应该意识到自己的角色，并且他们可能需要一些额外的技能来担任领导角色。这也可以为医学院的课程带来实际影响。
