Ruth Nightingale1, Lucy Wirz2, Wendy Cook3, Veronica Swallow4. 1. NIHR Clinical Research Network: North Thames, c/o Somers Clinical Research Facility, Great Ormond Street Hospital for Children NHS Foundation Trust, London, UK. Electronic address: ruth.nightingale@gosh.nhs.uk. 2. Great North Children's Hospital Kidney Team, Royal Victoria Infirmary, Newcastle upon Tyne Hospitals NHS Foundation Trust, UK. Electronic address: lucy.wirz@nuth.nhs.uk. 3. Nephrotic Syndrome Trust (NeST), Yeovil, Somerset, UK. Electronic address: wendy@nstrust.co.uk. 4. School of Healthcare, Baines Wing, Woodhouse Lane, University of Leeds, UK. Electronic address: v.m.swallow@leeds.ac.uk.
Abstract
PURPOSE: This study aimed to design, develop and pre-pilot an assessment tool (PLAnT) to identify parents' learning needs and preferences when carrying out home-based clinical care for their child with a chronic condition. DESIGN AND METHODS: A mixed methods, two-phased design was used. Phase 1: a total of 10 parents/carers and 13 professionals from six UK's children's kidney units participated in qualitative interviews. Interview data were used to develop the PLAnT. Eight of these participants subsequently took part in an online survey to refine the PLAnT. Phase 2: thirteen parents were paired with one of nine professionals to undertake a pre-pilot evaluation of PLAnT. Data were analyzed using the Framework approach. RESULTS: A key emergent theme identifying parents' learning needs and preferences was identified. The importance of professionals being aware of parents' learning needs and preferences was recognised. Participants discussed how parents' learning needs and preferences should be identified, including: the purpose for doing this, the process for doing this, and what would the outcome be of identifying parents' needs. CONCLUSIONS: The evidence suggests that asking parents directly about their learning needs and preferences may be the most reliable way for professionals to ascertain how to support individual parents' learning when sharing management of their child's chronic condition. PRACTICE IMPLICATIONS: With the increasing emphasis on parent-professional shared management of childhood chronic conditions, professionals can be guided by PLAnT in their assessment of parents' learning needs and preferences, based on identified barriers and facilitators to parental learning.
PURPOSE: This study aimed to design, develop and pre-pilot an assessment tool (PLAnT) to identify parents' learning needs and preferences when carrying out home-based clinical care for their child with a chronic condition. DESIGN AND METHODS: A mixed methods, two-phased design was used. Phase 1: a total of 10 parents/carers and 13 professionals from six UK's children's kidney units participated in qualitative interviews. Interview data were used to develop the PLAnT. Eight of these participants subsequently took part in an online survey to refine the PLAnT. Phase 2: thirteen parents were paired with one of nine professionals to undertake a pre-pilot evaluation of PLAnT. Data were analyzed using the Framework approach. RESULTS: A key emergent theme identifying parents' learning needs and preferences was identified. The importance of professionals being aware of parents' learning needs and preferences was recognised. Participants discussed how parents' learning needs and preferences should be identified, including: the purpose for doing this, the process for doing this, and what would the outcome be of identifying parents' needs. CONCLUSIONS: The evidence suggests that asking parents directly about their learning needs and preferences may be the most reliable way for professionals to ascertain how to support individual parents' learning when sharing management of their child's chronic condition. PRACTICE IMPLICATIONS: With the increasing emphasis on parent-professional shared management of childhood chronic conditions, professionals can be guided by PLAnT in their assessment of parents' learning needs and preferences, based on identified barriers and facilitators to parental learning.
Authors: Sarah Blower; Veronica Swallow; Camila Maturana; Simon Stones; Robert Phillips; Paul Dimitri; Zoe Marshman; Peter Knapp; Alexandra Dean; Steven Higgins; Ian Kellar; Penny Curtis; Nathaniel Mills; Jacqueline Martin-Kerry Journal: Arch Dis Child Date: 2020-05-22 Impact factor: 3.791