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Exploring the early‐stage implementation of a patient engagement support intervention in an integrated‐care context—A qualitative study of a participatory process
Author(s) -
Menichetti Julia,
Pitacco Giuliana,
Graffigna Guendalina
Publication year - 2019
Publication title -
journal of clinical nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.94
H-Index - 102
eISSN - 1365-2702
pISSN - 0962-1067
DOI - 10.1111/jocn.14706
Subject(s) - thematic analysis , health care , context (archaeology) , nursing , focus group , intervention (counseling) , qualitative research , citizen journalism , process (computing) , participatory action research , medical education , psychology , medicine , sociology , computer science , political science , paleontology , social science , world wide web , anthropology , law , biology , operating system
Aims and objectives To explore: (a) the usual patient education in different care services of an integrated‐care organisation, (b) the healthcare professionals’ experiences with adding a patient engagement support intervention called PHE inAction in the patient education practice and (c) the co‐designed activities to assist the implementation. Background Including individual support for engaging patients in care into patient education practice is a key effort of integrated‐care organisations. However, there is a paucity of studies exploring the implementation of similar efforts. Design and methods We conducted a qualitative study of a participatory process with 26 healthcare professionals—mostly nurses ( n = 22) with leading roles ( n = 12)—of different care services in one Italian integrated‐care organisation. Data were collected through multiple sources (observations and shadowing; interviews; documents/artefacts; workshops) during the first 6 months of the implementation of PHE inAction. A thematic analysis using a hybrid approach was performed. COREQ guidelines were followed. Results The existing patient education practice of hospital, ambulatory and community healthcare services of the organisation differed in contents, perceived responsibility and focus area. These key aspects of patient education influenced the healthcare professionals’ experiences with the implementation. The experiences informed the activities enacted during the participatory process to assist the implementation, from the co‐creation of artefacts to the deployment of peer group supervision. Conclusion The implementation of a brief intervention for patient engagement support required a process of adjustment to the single settings and a continuous support to healthcare professionals. It also required performing complementary activities to assist the implementation and its adoption in new care services. Relevance to clinical practice This qualitative study contributes to the understanding of the pitfalls and strategies that may surround embedding patient engagement support in the educational practice of complex organisations, potentially facilitating the deployment to other care settings.