Disability and rehabilitation · 2024
Exploring the impact of professional development about family-centred service for health professionals working in paediatric disability: a scoping review.
СтатьяScoping ReviewНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Britt Kerry, O'Connor Bridget, Babic Rose, Soper Alice Kelen, Knight Sarah, Imms Christine
Аннотация
PURPOSE: To explore the impact of family-centred service education on the knowledge, attitudes, self-efficacy, and practice of service providers working in paediatric disability.
MATERIALS AND METHODS: The review was conducted in accordance with the Joanna Briggs Institute methodology for scoping reviews. The search strategy was completed in seven electronic databases. Screening and data extraction was undertaken by two reviewers. Data extraction included content, delivery methods and impact of professional development programs. A narrative synthesis was conducted.
RESULTS: Twenty-two studies reported on twenty programs. Participants were from multiple disciplines in 13 programs and families were involved in development, delivery, or as participants, in nine. Program content typically related to participatory caregiving. Synthesis of findings suggested the 'active ingredients' were dynamic interactions among the participants and facilitators, and the program content and delivery methods, that promoted reflection and shifting perspectives among participants. Studies reported positive impacts on service provider attributes, but few studies evaluated behaviours in practice and broader influences on family-centred services.
CONCLUSIONS: While all programs involved active participation and relevant content, programs promoting reflection, sharing perspectives as part of a diverse group, and lived experience through family involvement, supported learning about family-centred services as both a philosophy and a process.
MATERIALS AND METHODS: The review was conducted in accordance with the Joanna Briggs Institute methodology for scoping reviews. The search strategy was completed in seven electronic databases. Screening and data extraction was undertaken by two reviewers. Data extraction included content, delivery methods and impact of professional development programs. A narrative synthesis was conducted.
RESULTS: Twenty-two studies reported on twenty programs. Participants were from multiple disciplines in 13 programs and families were involved in development, delivery, or as participants, in nine. Program content typically related to participatory caregiving. Synthesis of findings suggested the 'active ingredients' were dynamic interactions among the participants and facilitators, and the program content and delivery methods, that promoted reflection and shifting perspectives among participants. Studies reported positive impacts on service provider attributes, but few studies evaluated behaviours in practice and broader influences on family-centred services.
CONCLUSIONS: While all programs involved active participation and relevant content, programs promoting reflection, sharing perspectives as part of a diverse group, and lived experience through family involvement, supported learning about family-centred services as both a philosophy and a process.