Developing and translating a new model for teaching empowerment into routine chronic care management: an international patient-centered project

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Developing and translating a new model for teaching empowerment into routine chronic care management: an international patient-centered project

Wallace, Carolyn A.; Pontin, David; Dokova, Klara; Mikkonen, Irma; Savage, Eileen; Koskinen, Liisa
Date: 2017
Copyright: © 2017, the Authors. Creative Commons CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Copyright information: https://creativecommons.org/licenses/by-nc/4.0/
Related: http://journals.sagepub.com/doi/10.1177/2374373517721516
Citation: Wallace, C. A., Pontin, D., Dokova, K., Mikkonen, I., Savage, E. and Koskinen, L. (2017) 'Developing and translating a new model for teaching empowerment into routine chronic care management: an international patient-centered project', Journal of Patient Experience, pp. 1-9. doi: 10.1177/2374373517721516
Published Version: 10.1177/2374373517721516

Abstract:

Background: Health professional education has been criticized for not integrating patient expertise into professional curricula to develop professional skills in patient empowerment. Objective: To develop and translate a new expert patientcentered model for teaching empowerment into professional education about routine chronic care management. Methods: Eight Finnish patients (known as expert patients), 31 students, and 11 lecturers from 4 European countries participated in a new pilot intensive educational module. Thirteen focus groups, artefacts, and an online student evaluation were analyzed using a thematic analysis and triangulated using a meta-matrix. Results: A patient-centered pedagogical model is presented, which describes 3 phases of empowerment: (1) preliminary work, (2) the elements of empowerment, and (3) the expected outcomes. These 3 phases were bound by 2 cross-cutting themes “time” and “enabling resources.” Conclusion: Patient expertise was embedded into the new module curriculum. Using an example of care planning, and Pentland and Feldman’s theory of routine organization, the results are translated into a patient-centered educational model for teaching empowerment to health profession students.

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© 2017, the Authors. Creative Commons CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). Except where otherwise noted, this item's license is described as © 2017, the Authors. Creative Commons CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
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