Wendy N Gray1, Bonney Reed-Knight2, Pamela J Morgan3, Erin Holbrook4, Subra Kugathasan5, Shehzad A Saeed3, Lee A Denson6, Kevin A Hommel7. 1. Auburn University, Department of Psychology, Auburn, AL, United States; Cincinnati Children's Hospital Medical Center, Division of Behavioral Medicine & Clinical Psychology, Cincinnati, OH, United States. Electronic address: wng0001@auburn.edu. 2. Children's Healthcare of Atlanta, Atlanta, GA, United States; Emory University School of Medicine, Department of Pediatrics, Atlanta, GA, United States; GI Care for Kids, Atlanta, GA, United States. 3. Dayton Children's Hospital, Department of Pediatric Gastroenterology, Dayton, OH, United States. 4. Cincinnati Children's Hospital Medical Center, Schubert-Martin Pediatric IBD Center, Division of Gastroenterology, Hepatology and Nutrition, Cincinnati, OH, United States. 5. Emory University School of Medicine, Department of Pediatrics, Atlanta, GA, United States. 6. Cincinnati Children's Hospital Medical Center, Schubert-Martin Pediatric IBD Center, Division of Gastroenterology, Hepatology and Nutrition, Cincinnati, OH, United States; University of Cincinnati College of Medicine, Department of Pediatrics, Cincinnati, OH, United States. 7. Cincinnati Children's Hospital Medical Center, Division of Behavioral Medicine & Clinical Psychology, Cincinnati, OH, United States; University of Cincinnati College of Medicine, Department of Pediatrics, Cincinnati, OH, United States.
Abstract
PURPOSE: This multi-site study examines patient, parent, and pediatric provider perspectives on what is most important for successful transition. DESIGN AND METHODS: Using the Transition Readiness Assessment Questionnaire, 190 participants recruited from two pediatric IBD centers selected the top five skills they considered "most important for successful transition." Rankings were summarized and compared by group. RESULTS: While patients, parents, and clinicians all identified "calling the doctor about unusual changes in health" and "taking medications correctly and independently" as being important, each stakeholder group qualitatively and statistically differed in terms of transition readiness skills emphasized. Patients endorsed "calling the doctor about unusual changes in health" and "being knowledgeable about insurance coverage," as being most important to successful transition while parents emphasized health monitoring and problem solving. Pediatric providers emphasized adherence to treatment and reporting unusual changes in health. There were statistically significant differences in endorsement rates across participants for seven transition readiness skills. Patients agreed with providers 80% of the time and with their parents 40% of the time. Parent-provider agreement was 60%. CONCLUSIONS: Although there was some overlap across groups, areas of emphasis differed by informant. Patients emphasized skills they need to learn, parents emphasized skills they most likely manage for their children, and providers emphasized skills that directly impact their provision of care. PRACTICE IMPLICATIONS: Patient, parent, and provider beliefs all need to be considered when developing a comprehensive transition program. Failure to do so may result in programs that do not meet the needs of youth with IBD.
PURPOSE: This multi-site study examines patient, parent, and pediatric provider perspectives on what is most important for successful transition. DESIGN AND METHODS: Using the Transition Readiness Assessment Questionnaire, 190 participants recruited from two pediatric IBD centers selected the top five skills they considered "most important for successful transition." Rankings were summarized and compared by group. RESULTS: While patients, parents, and clinicians all identified "calling the doctor about unusual changes in health" and "taking medications correctly and independently" as being important, each stakeholder group qualitatively and statistically differed in terms of transition readiness skills emphasized. Patients endorsed "calling the doctor about unusual changes in health" and "being knowledgeable about insurance coverage," as being most important to successful transition while parents emphasized health monitoring and problem solving. Pediatric providers emphasized adherence to treatment and reporting unusual changes in health. There were statistically significant differences in endorsement rates across participants for seven transition readiness skills. Patients agreed with providers 80% of the time and with their parents 40% of the time. Parent-provider agreement was 60%. CONCLUSIONS: Although there was some overlap across groups, areas of emphasis differed by informant. Patients emphasized skills they need to learn, parents emphasized skills they most likely manage for their children, and providers emphasized skills that directly impact their provision of care. PRACTICE IMPLICATIONS: Patient, parent, and provider beliefs all need to be considered when developing a comprehensive transition program. Failure to do so may result in programs that do not meet the needs of youth with IBD.
Authors: Nancy Fu; Natasha Bollegala; Kevan Jacobson; Karen I Kroeker; Karen Frost; Waqqas Afif; Wael El-Matary; Sharyle A Fowler; Anne M Griffiths; Hien Q Huynh; Prévost Jantchou; Ahmer Karimuddin; Geoffrey C Nguyen; Anthony R Otley; Christina Pears; Cynthia H Seow; Alene Toulany; Claudia Tersigni; Joanne Tignanelli; John K Marshall; Monica Boctor; Tawnya Hansen; Chandni Pattni; Andrew Wong; Eric I Benchimol Journal: J Can Assoc Gastroenterol Date: 2022-03-26
Authors: Wendy N Gray; Scott T Wagoner; Megan R Schaefer; Bonney Reed; Pamela Morgan; Erin Holbrook; Bruce Yacyshyn; Laura Mackner; Margaret Young; Michele Maddux; Shehzad A Saeed; Lee A Denson; Kevin Hommel Journal: J Pediatr Psychol Date: 2021-01-20
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