初级保健提供者为智障妇女推荐和实施宫颈癌筛查的经验:定性研究。

IF 1.4 4区 医学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Michele S Lee, Arden D Day, Tamsen L Bassford, Monica R Lininger, Julie S Armin, Heather J Williamson
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引用次数: 0

摘要

与非残疾女性相比,有智力和发育障碍 (I/DD) 的女性接受宫颈癌筛查 (CCS) 的可能性较低。初级保健提供者 (PCP) 在推荐 CCS 方面发挥着关键作用。本研究旨在确定初级保健医生在向 I/DD 妇女推荐和实施 CCS 时所考虑的因素。本研究采用定性方法,对大多数受过家庭医学培训的初级保健医生进行了深入的半结构式访谈(N = 13)。通过归纳数据分析,我们发现大多数初级保健医生都建议进行社区支持服务;但是,实施社区支持服务的后续行动却各不相同。初级保健医生试图使他们的 CCS 建议与国家指南保持一致,并向家属和患者提供有关 CCS 的咨询和教育,同时采取个体化的风险效益方法。尽管大多数初级保健医生表示缺乏与提供 I/DD 特异性护理相关的知识或培训,但初级保健医生仍试图借鉴类似人群的经验来推荐和实施 CCS。初级保健医生在为 I/DD 女性提供 CCS 方面的知识有待提高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Primary Care Providers' Experiences Recommending and Performing Cervical Cancer Screening for Women with Intellectual Disabilities: A Qualitative Study.

Women with intellectual and developmental disabilities (I/DD) are less likely to receive cervical cancer screening (CCS) relative to women without disabilities. Primary care providers (PCPs) play key roles in recommending CCS. The purpose of this study was to identify factors PCPs consider when recommending and performing CCS for women with I/DD. Using a qualitative approach, in-depth semi-structured interviews (N = 13) were conducted with majority family medicine-trained PCPs. Through inductive data analysis, it was found that most PCPs reported recommending CCS; however, follow-through for performing CCS varied. PCPs attempted to align their CCS recommendations with national guidelines and provided counseling and education to families and patients about CCS while taking an individualized risk-benefit approach. Despite most PCPs reporting a lack of knowledge or training related to providing I/DD-specific care, PCPs attempted to draw upon experiences with similar populations to recommend and perform CCS. There is an opportunity to improve knowledge of PCPs related to performing CCS for women with I/DD.

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来源期刊
Journal of Cancer Education
Journal of Cancer Education 医学-医学:信息
CiteScore
3.40
自引率
6.20%
发文量
122
审稿时长
4-8 weeks
期刊介绍: The Journal of Cancer Education, the official journal of the American Association for Cancer Education (AACE) and the European Association for Cancer Education (EACE), is an international, quarterly journal dedicated to the publication of original contributions dealing with the varied aspects of cancer education for physicians, dentists, nurses, students, social workers and other allied health professionals, patients, the general public, and anyone interested in effective education about cancer related issues. Articles featured include reports of original results of educational research, as well as discussions of current problems and techniques in cancer education. Manuscripts are welcome on such subjects as educational methods, instruments, and program evaluation. Suitable topics include teaching of basic science aspects of cancer; the assessment of attitudes toward cancer patient management; the teaching of diagnostic skills relevant to cancer; the evaluation of undergraduate, postgraduate, or continuing education programs; and articles about all aspects of cancer education from prevention to palliative care. We encourage contributions to a special column called Reflections; these articles should relate to the human aspects of dealing with cancer, cancer patients, and their families and finding meaning and support in these efforts. Letters to the Editor (600 words or less) dealing with published articles or matters of current interest are also invited. Also featured are commentary; book and media reviews; and announcements of educational programs, fellowships, and grants. Articles should be limited to no more than ten double-spaced typed pages, and there should be no more than three tables or figures and 25 references. We also encourage brief reports of five typewritten pages or less, with no more than one figure or table and 15 references.
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