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首页> 外文期刊>BMC Medical Education >The potential of a self-assessment tool to identify healthcare professionals’ strengths and areas in need of professional development to aid effective facilitation of group-based, person-centered diabetes education
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The potential of a self-assessment tool to identify healthcare professionals’ strengths and areas in need of professional development to aid effective facilitation of group-based, person-centered diabetes education

机译：自我评估工具的潜力，可以确定医疗保健专业人员的优势和需要专业发展的领域，以帮助有效地促进基于小组的，以人为本的糖尿病教育

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Background Healthcare professionals’ person-centered communication skills are pivotal for successful group-based diabetes education. However, healthcare professionals are often insufficiently equipped to facilitate person-centeredness and many have never received post-graduate training. Currently, assessing professionals’ skills in conducting group-based, person-centered diabetes education primarily focus on experts measuring and coding skills on various scales. However, learner-centered approaches such as adequate self-reflective tools have been shown to emphasize professional autonomy and promote engagement. The aim of this study was to explore the potential of a self-assessment tool to identify healthcare professionals’ strengths and areas in need of professional development to aid effective facilitation of group-based, person-centered diabetes education. Methods The study entails of two components: 1) Field observations of five different educational settings including 49 persons with diabetes and 13 healthcare professionals, followed by interviews with 5 healthcare professionals and 28 persons with type 2 diabetes. 2) One professional development workshop involving 14 healthcare professionals. Healthcare professionals were asked to assess their person-centered communication skills using a self-assessment tool based on challenges and skills related to four educator roles: Embracer, Facilitator, Translator, and Initiator. Data were analyzed by hermeneutic analysis. Theories derived from theoretical model ‘The Health Education Juggler’ and techniques from ‘Motivational Interviewing in Groups’ were used as a framework to analyze data. Subsequently, the analysis from the field notes and interview transcript were compared with healthcare professionals’ self-assessments of strengths and areas in need to effectively facilitate group-based, person-centered diabetes education. Results Healthcare professionals self-assessed the Translator and the Embracer to be the two most skilled roles whereas the Facilitator and the Initiator were identified to be the most challenged roles. Self-assessments corresponded to observations of professional skills in educational programs and were confirmed in the interviews. Conclusion Healthcare professionals self-assessed the same professional skills as observed in practice. Thus, a tool to self-assess professional skills in facilitating group-based diabetes education seems to be useful as a starting point to promote self-reflections and identification of healthcare professionals’ strengths and areas of need of professional development.
机译：背景医疗保健专业人员以人为本的沟通技巧对于成功地进行基于小组的糖尿病教育至关重要。但是，医疗保健专业人员通常装备不足以促进以人为本，并且许多人从未接受过研究生培训。当前，评估专业人员进行以小组为中心，以人为中心的糖尿病教育的技能的重点主要是对各种规模的技能进行评估和编码的专家。但是，以学习者为中心的方法（例如适当的自我反省工具）已被证明可以强调职业自主性并促进参与。这项研究的目的是探索一种自我评估工具的潜力，以识别医疗保健专业人员的优势和需要专业发展的领域，以帮助有效地促进以群体为中心，以人为本的糖尿病教育。方法研究包括两个部分：1）对五种不同教育背景的现场观察，包括49位糖尿病患者和13位医疗保健专业人员，然后采访5位卫生保健专业人员和28位2型糖尿病患者。 2）一个由14名医疗保健专业人员组成的专业发展研讨会。要求医疗保健专业人员使用自我评估工具，基于与四种教育角色（拥抱者，协助者，翻译者和发起者）相关的挑战和技能，来评估他们以人为中心的交流技巧。通过解释学分析来分析数据。来自理论模型“健康教育杂耍者”的理论和来自“小组动机访谈”的技术被用作分析数据的框架。随后，将现场笔记和访谈笔录中的分析结果与医疗保健专业人员对自身优势和领域的自我评估进行了比较，以有效地促进基于小组，以人为本的糖尿病教育。结果医疗保健专业人员对翻译员和拥抱者的自我评价是最熟练的两个角色，而协助者和发起者被认为是最具挑战性的角色。自我评估与对教育计划中专业技能的观察相对应，并在访谈中得到证实。结论医疗保健专业人员会自我评估与实践中观察到的相同的专业技能。因此，一种自我评估专业技能的工具，以促进基于小组的糖尿病教育似乎是有用的起点，可以促进自我反思和确定医疗保健专业人员的优势和专业发展领域。

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