Therapeutic Patient Education in the practice of physicians at the Geneva University Hospitals : a qualitative analysis of representative situations and skills (notice n° 250561)
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| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112071535.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Correia, Jorge César |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Therapeutic Patient Education in the practice of physicians at the Geneva University Hospitals : a qualitative analysis of representative situations and skills |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2020.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 11 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Introduction : Therapeutic patient education (TPE) is a patient-centered approach that requires proper training of healthcare professionals. This study aims to explore representative situations encountered by physicians in their practice where TPE training was useful, which can provide insights for the conception of TPE training programs. Methods : A qualitative approach with both focus groups (FG) and individual interviews with physicians trained in TPE in activity at the Geneva University Hospitals (GUH) was carried out. The data was analyzed using inductive thematic analysis. Results : Two FG of 9 doctors were conducted. Six representative situations emerged from our analysis : non-compliance, maintaining a comprehensive vision for overall care of the patient, the partner patient, matching the patient request to the underlying need, co-constructing the therapeutic action plan, and confronting powerlessness. Discussion : Training in TPE allowed physicians to develop skills to better identify and address these situations. It also favored a change in the posture of the physician, from a posture of teaching and expertise to one of co-construction and learning. Conclusion : These situations show how much the care of complex patients is present in the medical practice and TPE training a valuable skill to deal with this complexity. TPE training targeted at these activities could have a positive impact on the practice of physicians and patient care. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Introduction : L’éducation thérapeutique du patient (ETP) est une approche centrée sur le patient qui requiert une formation adéquate des soignants. Cette étude vise à explorer les situations emblématiques rencontrées par les médecins dans leur pratique où leur formation en ETP a été utile, ce qui peut fournir des éclairages pour la conception de programmes de formation en ETP. Méthodes : Deux focus groupes (FG) et entretiens individuels avec des médecins formés en ETP en activité aux Hôpitaux Universitaires de Genève ont été réalisés. Les données ont été analysées selon une méthodologie d’analyse thématique inductive. Résultats : Six situations emblématiques sont ressorties : la non-observance, la nécessaire vision globale du patient, le patient partenaire, le travail de la demande du patient, l’adaptation de la demande du patient au besoin sous-jacent, la co-construction du plan thérapeutique et la confrontation à l’impuissance. Discussion : La formation en ETP a permis aux médecins de développer des compétences pour mieux identifier et répondre à ces situations complexes. Elle a également favorisé un changement dans la posture du médecin, qui est passé d’une posture d’enseignement et d’expertise à une posture de co-construction et d’apprentissage. Conclusion : Ces situations illustrent comment les soins des patients complexes sont omniprésents dans la pratique médicale et la formation en ETP un atout pour faire face à cette complexité. Une formation ciblée sur ces activités pourrait avoir un impact positif sur la pratique des médecins et les soins aux patients. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | éducation thérapeutique du patient |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | analyse qualitative |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | situations emblématiques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | compétences |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | éducation thérapeutique du patient |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | compétences |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | situations emblématiques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | analyse qualitative |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | qualitative analysis |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | therapeutic patient education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | representative situations |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | skills development |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | therapeutic patient education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | representative situations |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | qualitative analysis |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | skills development |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Moutet, Aline Lasserre |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Fristalon, Isabelle |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Lagger, Grégoire |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Golay, Alain |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Braillard, Olivia |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Éducation thérapeutique du patient / Therapeutic patient education | 12 | 2 | 2020-11-01 | p. 27-35 | 2100-0808 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-education-therapeutique-du-patient-2020-2-page-27?lang=en">https://shs.cairn.info/revue-education-therapeutique-du-patient-2020-2-page-27?lang=en</a> |
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