Engaging primary care practitioners in quality improvement: making explicit the program theory of an interprofessional education intervention
| Autor: | Johanne Fournier, Brigitte Vachon, Jeremy M. Grimshaw, Jean Rodrigue, Claude Guimond, Louise Quesnel, Michel Camirand, Bruno Désorcy, Martin Labelle |
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| Rok vydání: | 2013 |
| Předmět: |
Program evaluation
Education Continuing Health Personnel Reflective practice education Population Psychological intervention Program theory-driven evaluation 03 medical and health sciences Professional Role 0302 clinical medicine Nursing Primary care practice Outcome Assessment Health Care Health care Humans Medicine 030212 general & internal medicine education.field_of_study Primary Health Care business.industry 030503 health policy & services 4. Education Health Policy Nursing research Quebec Models Theoretical Interprofessional education Quality Improvement Organizational Policy Interprofessional continuing education 3. Good health Leadership Feasibility Studies Interdisciplinary Communication Thematic analysis 0305 other medical science business Research Article |
| Zdroj: | BMC Health Services Research |
| ISSN: | 1472-6963 |
| DOI: | 10.1186/1472-6963-13-106 |
| Popis: | Background The scientific literature continues to advocate interprofessional collaboration (IPC) as a key component of primary care. It is recommended that primary care groups be created and configured to meet the healthcare needs of the patient population, as defined by patient demographics and other data analyses related to the health of the population being served. It is further recommended that the improvement of primary care services be supported by the delivery of feedback and performance measurements. This paper describes the theory underlying an interprofessional educational intervention developed in Quebec’s Montérégie region (Canada) for the purpose of improving chronic disease management in primary care. The objectives of this study were to explain explicitly the theory underlying this intervention, to describe its components in detail and to assess the intervention’s feasibility and acceptability. Method A program impact theory-driven evaluation approach was used. Multiple sources of information were examined to make explicit the theory underlying the education intervention: 1) a literature review and a review of documents describing the program’s development; 2) regular attendance at the project’s committee meetings; 3) direct observation of the workshops; 4) interviews of workshop participants; and 5) focus groups with workshop facilitators. Qualitative data collected were analysed using thematic analysis. Results The theoretical basis of the interprofessional education intervention was found to be work motivation theory and reflective learning. Five themes describing the workshop objectives emerged from the qualitative analysis of the interviews conducted with the workshop participants. These five themes were the importance of: 1) adopting a regional perspective, 2) reflecting, 3) recognizing gaps between practice and guidelines, 4) collaborating, and 5) identifying possible practice improvements. The team experienced few challenges implementing the intervention. However, the workshop’s acceptability was found to be very good. Conclusion Our observation of the workshop sessions and the interviews conducted with the participants confirmed that the objectives of the education intervention indeed targeted the improvement of interprofessional collaboration and quality of care. However, it is clear that a three-hour workshop alone cannot lead to major changes in practice. Long-term interventions are needed to support this complex change process. |
| Databáze: | OpenAIRE |
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