Vanneste Lotte, Pless Sam, Martin Sandra, Verté Emily, Remmen Roy, Boeckxstaens Pauline, Pype Peter, Haverals Reini, Boeykens Dagje, Van de Velde Dominique, De Vriendt Patricia
Department of Public Health and Primary Care, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium.
Expertise Centre Health and Care, Artevelde University of Applied Sciences, Ghent, Belgium.
BMC Prim Care. 2024 Dec 18;25(1):418. doi: 10.1186/s12875-024-02670-4.
The policy shift towards person-centred integrated primary care systems drives interest in primary care across higher education programs. In Flanders, the Primary Care Academy (PCA) is established to support this policy shift. The PCA focusses on the concepts of goal-oriented care, self-management, and interprofessional collaboration to support the shift towards integrated care and to integrate them in curricula in order to strengthen and develop a futureproof health system. Therefore, the aim of this study is if and how lecturers implement these concepts in the curriculum and what they need for a successful implementation.
A sequential explanatory mixed method study design was used combining quantitative and qualitative data. A cross-sectional survey was sent to 276 Flemish health care education programs. Qualitative data was collected through focus groups in which lecturers participated.
The results showed that 89% of the higher education programs address goal-oriented care, self-management, and interprofessional collaboration with regard to primary care. Further analysis of courses within the programs reveals that the concept of self-management is covered in only 58%, while goal-oriented care (73%) and interprofessional collaboration (80%) appear more frequently. The level at which the themes are addressed in the courses are often limited to an introduction. The focus groups revealed that primary care is present in education programs, however lecturers are limited aware where primary care is integrated in their own and other programs. Lectures expressed a need for more collaboration between research, education and practice in developing educational content. When new concepts are introduced, lecturers want them to be translated into educational content, learning objectives and competencies.
The study shows that the concepts of goal-oriented care, self-management, and interprofessional collaboration are present in higher education programs to a varying degree. Lecturers are eager to implement these new primary concepts but they lack collaboration between education, research and practice. Lecturers indicate the need for a competence profile for primary care professionals as common framework to guide curriculum development.
向以患者为中心的综合初级保健系统的政策转变激发了高等教育项目对初级保健的兴趣。在佛兰德，成立了初级保健学院（PCA）以支持这一政策转变。PCA专注于以目标为导向的护理、自我管理和跨专业协作的概念，以支持向综合护理的转变，并将这些概念融入课程中，以加强和发展一个面向未来的卫生系统。因此，本研究的目的是探讨讲师是否以及如何在课程中实施这些概念，以及他们成功实施所需的条件。
采用顺序解释性混合方法研究设计，结合定量和定性数据。向276个佛兰德医疗保健教育项目发送了横断面调查问卷。通过讲师参与的焦点小组收集定性数据。
结果显示，89%的高等教育项目涉及初级保健的以目标为导向的护理、自我管理和跨专业协作。对项目内课程的进一步分析表明，自我管理概念仅在58%的课程中涉及，而以目标为导向的护理（73%）和跨专业协作（80%）出现得更频繁。课程中对这些主题的探讨水平往往仅限于介绍。焦点小组表明，初级保健在教育项目中存在，但讲师对初级保健在自己和其他项目中的整合位置了解有限。讲师们表示，在开发教育内容时，研究、教育和实践之间需要更多合作。当引入新概念时，讲师希望将其转化为教育内容、学习目标和能力。
该研究表明，以目标为导向的护理、自我管理和跨专业协作的概念在高等教育项目中存在不同程度的体现。讲师们渴望实施这些新的初级概念，但他们缺乏教育、研究和实践之间的合作。讲师们指出，需要为初级保健专业人员制定能力概况，作为指导课程开发的共同框架。
