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Family‐centred service: moving ideas into practice
Author(s) -
Law M.,
Teplicky R.,
King S.,
King G.,
Kertoy M.,
Moning T.,
Rosenbaum P.,
BurkeGaffney J.
Publication year - 2005
Publication title -
child: care, health and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.832
H-Index - 82
eISSN - 1365-2214
pISSN - 0305-1862
DOI - 10.1111/j.1365-2214.2005.00568.x
Subject(s) - service (business) , service provider , focus group , psychology , rehabilitation , point (geometry) , scale (ratio) , content analysis , medical education , medicine , sociology , social science , physics , geometry , economy , mathematics , quantum mechanics , neuroscience , anthropology , economics
Background With parents more involved in their child's day‐to‐day care, concepts of family‐centred service (FCS) are increasingly adopted in children's health and rehabilitation service organizations. Methods In this paper, we report the results of a study to develop and evaluate educational materials for parents, service providers and health sciences students about FCS. The materials focus on the nature and philosophy of FCS, and the practical skills and systemic changes required for its implementation. Results Thirty‐six participants (12 families, 12 service providers and 12 rehabilitation science students) were randomly assigned to receive one of the six FCS educational packages, each containing three FCS educational sheets. Participants’ ratings of the format and content, and the impact of the FCS Sheets were very high, with overall means above 5.0 on a 7‐point scale. Using a mixed model analysis, we found significant differences in participants’ ratings of familiarity with the materials (students were less familiar than service providers). After statistical adjustment for familiarity, there were no significant differences between the groups or the packages on ratings of format and content or impact. Conclusions There were no significant differences in the way in which the participant groups rated the impact of the FCS Sheets and the specific packages did not have an effect on the participants’ ratings. The FCS educational materials, even those less familiar to participants, were rated highly on format and content, and impact. Results indicate that the material was perceived to be important to each group, and was formatted and written in a way that was easy to understand. This finding counters current recommendations in the knowledge transfer literature that suggest different versions should be written for different target groups.