Papers by Jette Ammentorp
Background: This article illustrates how cognitive, organizational, and communicative/interactive... more Background: This article illustrates how cognitive, organizational, and communicative/interactive processes can be included into the design of micro-skills interventions in healthcare. We present a model for integrating methods of cognitive ethnography and in situ simulation into clinical communication intervention studies to support the implementation process. Methods: A twelve-week Blended Learning communication training course based on the Calgary-Cambridge guide and supported by in situ simulation is conducted among healthcare professionals at an outpatient clinic at a Danish university hospital. Cognitive ethnography is used to document and evaluate implementation and competency development: How learning is absorbed and translated into clinical practice. Results/Discussion: Clinical intervention studies can be designed to include cognitive, organizational, and communicative/interactive processes. The proposed model can effectively support implementation of communicative skills ...
Journal of Medical Education and Curricular Development, 2024
BJECTIVES
The aim of this study was to conduct and evaluate the Blended Learning communication sk... more BJECTIVES
The aim of this study was to conduct and evaluate the Blended Learning communication skills training program. The key objective was to investigate (i) how clinical intervention studies can be designed to include cognitive, organizational, and interactive processes, and (ii) how researchers and practitioners could work with integrated methods to support the desired change.
METHODS
The method combined design and implementation of a 12-week Blended Learning communication skills training program based on the Calgary-Cambridge Guide. The training was implemented in a patient clinic at a Danish university hospital and targeted all healthcare professionals at the clinic. Cognitive ethnography was used to document and evaluate healthcare professionals’ implementation and individual competency development, and support the design of in-situ simulation training scenarios.
RESULTS
Thirteen participants completed the program. The synergy within the teams, as well as the opportunities for participants to coordinate, share, discuss, and reflect on the received knowledge with a colleague or on-site researcher, affected learning positively. The knowledge transfer process was affected by negative feedback loops, such as time shortages, issues with concept development and transfer, disjuncture between the expectations of participants and instructors of the overall course structure, as well as participant insecurity and a gradual loss of motivation and compliance.
CONCLUSION
We propose a novel 3-step model for clinical interventions based on our findings and literature review. This model will effectively support the implementation of educational interventions in health care by narrowing the theory-practice gap. It will also stimulate desired change in individual behavior and organizational culture over time. Furthermore, it will work for the benefit of the clinic and may be more
International Journal of Environmental Research and Public Health
Introduction: Self-monitoring of self-management interventions with the use of mobile health (mHe... more Introduction: Self-monitoring of self-management interventions with the use of mobile health (mHealth) can enhance patients’ well-being. Research indicates that mHealth and health coaching act symbiotically to providing a more constructive outcome. Nurse coaches seem to have a significant role in translating the patients’ tracked data. Objective: The objective was to explore healthcare professionals’ experiences of an intervention offering self-management support through mHealth and health coaching for patients with prostate cancer. Methods: We used the interpretive description methodology, combining semi-structured individual and focus group interviews and participant observations of patient-coach interactions and use of mHealth in coaching sessions. The study was conducted between June 2017 and August 2020. Results: The nurse coaches experienced motivation and autonomy when possessing the right competences for coaching. Furthermore, the nurse coaches experienced conflicting expect...
Electronic questionnaires for measuring parent satisfaction and as a basis for
Can life coaching improve health outcomes? – A systematic review of intervention studies
Objective: Our objective was to describe the development and evaluation of a course programme in ... more Objective: Our objective was to describe the development and evaluation of a course programme in existential communication targeting general practitioners (GPs). Design: The UK Medical Research Council’s (MRC) framework for complex intervention research was used as a guide for course development and evaluation and was furthermore used to structure this paper. The development phase included: identification of existing evidence, description of the theoretical framework of the course, designing the intervention and deciding for types of evaluation. In the evaluation phase we measured self-efficacy before and after course participation. To explore further processes of change we conducted individual, semi-structured telephone interviews with participants. Subjects and setting: Twenty practising GPs and residentials in training to become GPs from one Danish region (mean age 49). Results: The development phase resulted in a one-day vocational training/continuing medical education (VT/CME) ...
BACKGROUND Observational management, such as Active Surveillance and Watchful Waiting, is shown t... more BACKGROUND Observational management, such as Active Surveillance and Watchful Waiting, is shown to be feasible for men with low-risk localized prostate cancer and a safe alternative to aggressive treatment. During observational management, treatment is postponed until the disease progresses, which often never happens. However, approximately 90% of patients with low-risk disease choose aggressive treatment, owing to anxiety. Strategies to address this are needed for optimal management of this population and to improve quality of life in men with low-risk localized prostate cancer. A review highlights that mHealth in combination with health-coaching can benefit from each other in order to enhance patients’ self-management and improve wellbeing. OBJECTIVE The objective of this study was to explore the patients’ experiences and perspectives of an intervention offering self-management support through different mHealth devices and health-coaching, in order to investigate what supported th...
Scandinavian Journal of Caring Sciences, 2018
Mothers' informational needs when deciding to have their newborn infant vaccinated with BCG. A Mi... more Mothers' informational needs when deciding to have their newborn infant vaccinated with BCG. A Mixedmethods design Objective: To explore the informational needs of mothers with different levels of education in order to improve counselling about vaccination. Methods: In the setting of a large vaccination trial, mothers' assessments and yield of written information in combination with telephone consultations were evaluated in a survey. Furthermore, searching strategies for additional information were investigated. Mothers' perspectives on informational needs were explored in focus group discussions. Results: Out of 2025 mothers, 95% felt well-informed. Of the 4% not feeling well-informed, there were significantly more mothers with basic schooling and nontheoretical education. There was no correlation between searching for additional information and feeling well-informed. The telephone consultation was found to be very supportive for the decision. Conclusion: The written information was digestible over time. The telephone consultation ensured the mothers' understanding by tailoring and deriving meaning from the information to her special needs. Moreover, it helped the mothers gain an overview of risks and benefits and inspired confidence. These findings indicate that the telephone consultation improved health literacy. Practice implications: Individual counselling about vaccines is required in addition to information about side effects and accurate instructions on how to react upon them.
Communication and Medicine, 2017
Although it is broadly recognized that health problems often involve existential and spiritual di... more Although it is broadly recognized that health problems often involve existential and spiritual dimensions, recent research shows that these aspects of illness are rarely attended to by health professionals. Studies explain this in terms of barriers to communication, but health professionals’ firsthand experiences and interpretations have so far been largely unexplored. Drawing on the theoretical traditions of phenomenology and hermeneutics, the present study presents Danish general practitioners’ (GPs’) experiences and interpretations of why the existential and spiritual dimensions are marginalized in patient care. We conducted seven focus groups, constituting a total sample of 31 GPs. Based on the analytic strategy of Interpretative Phenomenological Analysis (IPA), our analysis revealed that the GPs experienced and interpreted individual barriers as created and fostered within dominant biomedical and secular cultures that are characterized as ‘solution focused’ and ‘faith frightene...
International Journal of Environmental Research and Public Health
This study aimed to investigate the facilitators and barriers experienced by the department manag... more This study aimed to investigate the facilitators and barriers experienced by the department management (DMs) and communication skills trainers (trainers) during the implementation of a 3-day communication skills training (CST) programme for healthcare professionals (HCPs). Thus, we conducted semi-structured interviews with 23 DMs and 10 trainers from 11 departments concurrently implementing the CST programme. Thematic analysis was undertaken to elucidate the themes across the interviews. Five themes were developed: resource consumption; obstacles; management support; efforts and outcomes; and a lack of systematic follow-up. Although the DMs and trainers were largely in agreement, the theme of a lack of systematic follow-up was derived exclusively from the trainers, as were two of the subthemes within obstacles: (b) seniority, profession, and cultural differences, and (c) the trainers’ competencies. The greatest perceived barrier was resource consumption. In addition, DMs found plann...
Electronic questionnaires for measuring parent satisfaction and as a basis for
International Journal of Urological Nursing, 2021
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Papers by Jette Ammentorp
The aim of this study was to conduct and evaluate the Blended Learning communication skills training program. The key objective was to investigate (i) how clinical intervention studies can be designed to include cognitive, organizational, and interactive processes, and (ii) how researchers and practitioners could work with integrated methods to support the desired change.
METHODS
The method combined design and implementation of a 12-week Blended Learning communication skills training program based on the Calgary-Cambridge Guide. The training was implemented in a patient clinic at a Danish university hospital and targeted all healthcare professionals at the clinic. Cognitive ethnography was used to document and evaluate healthcare professionals’ implementation and individual competency development, and support the design of in-situ simulation training scenarios.
RESULTS
Thirteen participants completed the program. The synergy within the teams, as well as the opportunities for participants to coordinate, share, discuss, and reflect on the received knowledge with a colleague or on-site researcher, affected learning positively. The knowledge transfer process was affected by negative feedback loops, such as time shortages, issues with concept development and transfer, disjuncture between the expectations of participants and instructors of the overall course structure, as well as participant insecurity and a gradual loss of motivation and compliance.
CONCLUSION
We propose a novel 3-step model for clinical interventions based on our findings and literature review. This model will effectively support the implementation of educational interventions in health care by narrowing the theory-practice gap. It will also stimulate desired change in individual behavior and organizational culture over time. Furthermore, it will work for the benefit of the clinic and may be more
The aim of this study was to conduct and evaluate the Blended Learning communication skills training program. The key objective was to investigate (i) how clinical intervention studies can be designed to include cognitive, organizational, and interactive processes, and (ii) how researchers and practitioners could work with integrated methods to support the desired change.
METHODS
The method combined design and implementation of a 12-week Blended Learning communication skills training program based on the Calgary-Cambridge Guide. The training was implemented in a patient clinic at a Danish university hospital and targeted all healthcare professionals at the clinic. Cognitive ethnography was used to document and evaluate healthcare professionals’ implementation and individual competency development, and support the design of in-situ simulation training scenarios.
RESULTS
Thirteen participants completed the program. The synergy within the teams, as well as the opportunities for participants to coordinate, share, discuss, and reflect on the received knowledge with a colleague or on-site researcher, affected learning positively. The knowledge transfer process was affected by negative feedback loops, such as time shortages, issues with concept development and transfer, disjuncture between the expectations of participants and instructors of the overall course structure, as well as participant insecurity and a gradual loss of motivation and compliance.
CONCLUSION
We propose a novel 3-step model for clinical interventions based on our findings and literature review. This model will effectively support the implementation of educational interventions in health care by narrowing the theory-practice gap. It will also stimulate desired change in individual behavior and organizational culture over time. Furthermore, it will work for the benefit of the clinic and may be more