Use of qualitative methods to optimize collaborative practices by highlighting differences in perceptions between professionals: an example of patient education.
Fiche publication
Date publication
février 2024
Journal
Journal of interprofessional care
Auteurs
Membres identifiés du Cancéropôle Est :
Dr MINARY Laetitia, Dr RAT Anne-Christine
Tous les auteurs :
Ricci L, Minary L, Kivits J, Ayav C, Rat AC
Lien Pubmed
Résumé
Interprofessional working must be approached within health promotion interventions using systematic methods to identify areas of suboptimal collaboration. We designed a qualitative study with a purposive sample of seven French therapeutic patient education programs. Semi-structured individual interviews were conducted with 14 healthcare providers and seven clinician leaders (coordinators) involved in patient education. We used the same interview guide and thematic grid regardless of the professional's profile to compare their perceptions on elements affecting outcome, participation and sustainability of programs. Healthcare providers and coordinators addressed non-convergent issues at both ends of a continuum from a micro-level nested in the program delivery to a macro-level corresponding to the structured implementation and sustainability of the program. Meso-level issues featured convergent perspectives. Our methodology could be used at the level of health services in a health system to provide a complete recovery of stakeholders' perspectives (without "blind spots" from one stakeholder or another). In our study, we focused on patient education in the French health system and pointed out possible considerations to optimize the functioning of programs. Such considerations include specific training plan development, encouraging reflection on the content and use of initial assessment, leading sessions in pairs to save on work time, and communication on the ins and outs of organizational imperatives that require healthcare providers' contributions.
Mots clés
Collaborative practices, comparison of perception, health services outcomes, qualitative methods, therapeutic patient education
Référence
J Interprof Care. 2024 02 20;:1-9