Joanne F Costello1. 1. Fawcett Costello, Rhode Island College School of Nursing, 600 Mount Pleasant Avenue, Providence, RI 02908, USA. jcostello@ric.edu
Abstract
PURPOSE: The purpose of the study was to explore the roles and strategies implemented by diabetes support group facilitators. METHODS: A descriptive exploratory design that included 2 in-depth interviews and 1 group interview of 6 diabetes support group facilitators was implemented over a 2-month period. RESULTS: The participants described the role of facilitator as involving 4 major aspects: (1) a philosophy of shared authority and group ownership; (2) a conception of diabetes as a highly complex disease interconnected with all aspects of one's life; (3) a focus on quality of life; and (4) recognition of perfectionism as neither possible nor desirable in self-management. These role aspects formed the context for facilitator strategies in working with support groups. Four strategies were identified based on the individual and group interviews: (1) connecting, (2) exchanging information, (3) managing group dynamics, and (4) promoting problem solving. A facilitator support group model was developed from the study results. CONCLUSIONS: A clear need exists to develop and teach best practices for support group facilitation. Education in this area should occur systematically at the baccalaureate and master's levels as the role of health providers increasingly expands to include populations living with chronic diseases. Health care providers who are functioning in this role need continuing education to provide proficient care in this area of practice.
PURPOSE: The purpose of the study was to explore the roles and strategies implemented by diabetes support group facilitators. METHODS: A descriptive exploratory design that included 2 in-depth interviews and 1 group interview of 6 diabetes support group facilitators was implemented over a 2-month period. RESULTS: The participants described the role of facilitator as involving 4 major aspects: (1) a philosophy of shared authority and group ownership; (2) a conception of diabetes as a highly complex disease interconnected with all aspects of one's life; (3) a focus on quality of life; and (4) recognition of perfectionism as neither possible nor desirable in self-management. These role aspects formed the context for facilitator strategies in working with support groups. Four strategies were identified based on the individual and group interviews: (1) connecting, (2) exchanging information, (3) managing group dynamics, and (4) promoting problem solving. A facilitator support group model was developed from the study results. CONCLUSIONS: A clear need exists to develop and teach best practices for support group facilitation. Education in this area should occur systematically at the baccalaureate and master's levels as the role of health providers increasingly expands to include populations living with chronic diseases. Health care providers who are functioning in this role need continuing education to provide proficient care in this area of practice.
Authors: Allison A Lewinski; Ruth A Anderson; Allison A Vorderstrasse; Edwin B Fisher; Wei Pan; Constance M Johnson Journal: J Med Internet Res Date: 2018-02-21 Impact factor: 5.428