| Autor: |
Anderson, Sharon, Parmar, Jasneet, Duggleby, Wendy, Lobchuk, Michelle, Penner, Jamie, L'Hereux, Tanya, Stewart, Jamie, Von Hauff, Patrick, Marion, Cecilia, Huhn, Arlene, Dobbs, Bonnie, Sonnenberg, Lyn, Schattle-Weiss, Laura, Hnatuk, Jim, Jowhari, Sanah, McGhan, Gwen, Lundmark, Sandra, Drance, Elizabeth, Tarnowski, Glenda, Howatt, David, Turkington, Colleen, Sereda, Sandy, Pollard, Cheryl |
| Rok vydání: |
2022 |
| Předmět: |
|
| Zdroj: |
International Journal of Integrated Care; Vol 22: Annual Conference Supplement 2022; 193 |
| ISSN: |
1568-4156 |
| DOI: |
10.5334/ijic.icic22092 |
| Popis: |
Introduction: The vision for moving integrated care closer to home to better meet the needs of a growing population of older adults living with complex conditions is highly dependent on family caregivers (FCGs). FCGs provide 90% of the care to older adults living in the community, ten times more care than paid healthcare providers yet for the most part, FCGs are marginalized by healthcare systems and providers. Even though the most effective interventions are person-centered, healthcare providers do not routinely assess FCG’s needs, risks, or willingness/ability to provide care. Educating healthcare providers to support FCGs is a step towards addressing the inconsistent system of supports for diverse FCGs throughout variable care trajectories. Involving multilevel stakeholders in the educational co-design process can help ensure the education is relevant and useful for the healthcare providers who interact with FCGs. Co-design also facilitates moving knowledge into practice. Currently, moving best practices into healthcare is a time-consuming process (10-17 years).Aims: 1) Detail the co-design processes and tools used to identify the competencies healthcare providers need to support FCGs, develop three levels of competency-based Caregiver-Centered Care Education for the health workforce, and construct the strategies for spread and scale. 2) Report on the key elements associated with successful co-design.Results: Multi-level interdisciplinary stakeholders including FCGs, educators, researchers, healthcare providers, and leaders, educational designers, not-for-profit leaders, policy influencers, and policymakers were involved in three co-design phases: 1) Developing relationships and insights; 2) Translating insights into the design of the education; and 3) planning the implementation, spread, and scale-up. The research tools used in each of these phases included literature reviews, qualitative and survey research on specific topics, consultations (symposia, modified Delphi process, co-design meetings), and mixed methods evaluation. Four elements were critical to the success of the co-design project. First, a collaborative co-design team engaged with a range of stakeholders knowledgeable about healthcare and FCGs Second, the co-design team needed access to collaborators/staff with appropriate theoretical, academic research, evaluation, and facilitation skills. Third, an expert educational design team was essential in bringing stakeholders’ ideas to life. This included a scriptwriter who translated FCGs’ experiences with healthcare providers into engaging learning experiences.Conclusions: Co-design with healthcare providers and caregivers takes time and facilitation, however, our co-design efforts are a step towards addressing an inconsistent system of supports for FCGs. We leveraged stakeholders’ knowledge, experiences, and insights to reduce the time to develop, spread, and scale an innovative population health approach in which healthcare providers are educated to support all FCGs throughout diverse care trajectories.Implications: While the competency framework provided clearly documented and measurable outcomes for the education, it was important to ensure that the co-design team had access to collaborators with healthcare experience as well as a range of research, engagement, and design skills. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
|
