A brief report on the development of a theoretically-grounded intervention to promote patient autonomy and self-management of physiotherapy patients: Face validity and feasibility of implementation

Journal article


Matthews, Karen-Leigh, Cook, Mark and Giandinoto, Jo-Ann 2015. A brief report on the development of a theoretically-grounded intervention to promote patient autonomy and self-management of physiotherapy patients: Face validity and feasibility of implementation. BMC Health Services Research. 15 (260), pp. 1 - 9. https://doi.org/10.1186/s12913-015-0921-1
AuthorsMatthews, Karen-Leigh, Cook, Mark and Giandinoto, Jo-Ann
Abstract

The life-limiting effects of epilepsy are well documented in the literature, where the management of epilepsy and seizure control relies heavily on the self-management abilities of the individual. The psychosocial impact of epilepsy on the person and their family is profound and has been studied extensively. Interventions such as educational programs and lifestyle management education to improve self-mastery and quality of life in people with epilepsy are not necessarily integrated in standard care practices. The aim of this integrative review was to systematically identify and appraise research that reported findings related to self-management interventions for adults with epilepsy. A search of bibliographic databases was conducted, and a total of n = 14 articles were included in this review. The main finding was that self-management education for adults with epilepsy shows promise to improving knowledge and self-confidence in managing one's own condition including the management of the psychosocial stressors, improvement in seizure control, and enhancement of quality of life. Self-management interventions were delivered in diverse formats, and the inclusion of this type of intervention should be part of the comprehensive care for people living with epilepsy.

Year2015
JournalBMC Health Services Research
Journal citation15 (260), pp. 1 - 9
ISSN1525-5069
Digital Object Identifier (DOI)https://doi.org/10.1186/s12913-015-0921-1
Open accessOpen access
Page range1 - 9
Research GroupInstitute for Positive Psychology and Education
Publisher's version
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