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

Carolyn Wallace, David Pontin, Klara Dakova, Irma Mikkonen, Eileen Savage, Liisa Koskinen

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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 patient-centered 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.
Original languageEnglish
JournalJournal of Patient Experience
Early online date26 Jul 2017
DOIs
Publication statusE-pub ahead of print - 26 Jul 2017

Keywords

  • chronic care management
  • Empowerment
  • patient centred
  • education
  • routine theory

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