Background: Care of children and young people (children) with long-term kidney conditions is usually managed\r\nby multidisciplinary teams. Published guidance recommends that whenever possible children with long-term\r\nconditions remain at home, meaning parents may be responsible for performing the majority of clinical caregiving.\r\nMultidisciplinary team members, therefore, spend considerable time promoting parentsââ?¬â?¢ learning about\r\ncare-delivery and monitoring care-giving. However, this parent-educative aspect of cliniciansââ?¬â?¢ role is rarely\r\narticulated in the literature so little evidence exists to inform professionalsââ?¬â?¢ parent-teaching interventions.\r\nMethods/Design: This ongoing study addresses this issue using a combination of quantitative and qualitative\r\nmethods involving the twelve childrenââ?¬â?¢s kidney units in England, Scotland and Wales. Phase I involves a survey of\r\nmultidisciplinary team membersââ?¬â?¢ parent-teaching interventions using:\r\ni) A telephone-administered questionnaire to determine: the numbers of professionals from different disciplines in\r\neach team, the information/skills individual professionals relay to parents and the teaching strategies/interventions\r\nthey use. Data will be managed using SPSS to produce descriptive statistics\r\nii) Digitally-recorded, qualitative group or individual interviews with multidisciplinary team members to explore\r\ntheir accounts of the parent-teaching component of their role. Interviews will be transcribed anonymously and\r\nanalysed using Framework Technique. Sampling criteria will be derived from analysis to identify one/two unit(s) for\r\nsubsequent in-depth study\r\nPhase II involves six prospective, ethnographic case-studies of professional-parent interactions during parentteaching\r\nencounters. Parents of six children with a long-term kidney condition will be purposively sampled\r\naccording to their childââ?¬â?¢s age, diagnosis, ethnicity and the clinical care-giving required; snowball sampling will\r\nidentify the professionals involved in each case-study. Participants will provide signed consent; data gathering will\r\ninvolve a combination of: minimally-obtrusive observations in the clinical setting and familiesââ?¬â?¢ homes; de-briefing\r\ninterviews with participants to obtain views on selected interactions; focussed ââ?¬Ë?verbatimââ?¬â?¢ field-notes, and case-note\r\nreviews. Data gathering will focus on communication between parents and professionals as parents learn caregiving\r\nskills and knowledge. Interviews will be digitally recorded and transcribed anonymously.\r\nDiscussion: This study involves an iterative-inductive approach and will provide a unique, detailed insight into the\r\nsocial context in which professionals teach and parents learn; it will inform professionalsââ?¬â?¢ parent-educative roles,\r\neducational curricula, and health care policy
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