Healthcare professional students’ perceptions of supporting patient self-management: A mixed method study

Abstract

Objectives Individuals self-manage chronic illnesses daily with episodic support provided by healthcare professionals. Learning about supporting self-management should be part of healthcare professional student programme curricular and training. However, little is known about the perceptions and attitudes students hold about supporting patient self-management and whether support for self-management is implemented on clinical placement. Methods A mixed method approach explored students’ perceptions and attitudes to supporting patient self-management via e-survey and semi-structured interviews. Results Survey data (n = 96; 11 programmes) were analysed descriptively and interviews thematically (n = 10; F = 9; aged 19–34 years; 8 programmes). Survey data suggested participants had a positive attitude towards, and were confident in providing support for self-management, but did not implement it frequently in clinical environments. One main theme “ Self-management support is puzzling” identified the uncertainty around what students thought their role was or how to enact support within the patient interaction. A smaller theme “Self-management support is valuable” showed participants were open to learning more about how to support patient self-management. Discussion We suggest more explicit and frequent learning opportunities need to be provided for healthcare professional students to learn how to support patient self-management, with particular emphasis on involving family and incorporating self-management tools within the patient encounter.