ABSTRACT
BACKGROUND: The demand for orthopedic specialist consultations for patients with osteoarthritis in public hospitals is high and continues to grow. Lengthy waiting times are increasingly affecting patients from low socioeconomic and culturally and linguistically diverse backgrounds who are more likely to rely on public health care. OBJECTIVE: This study aimed to co-design a digital health intervention for patients with OA who are waiting for an orthopedic specialist consultation at a public health service, which is located in local government areas (LGAs) of identified social and economic disadvantage. METHODS: The stakeholders involved in the co-design process included the research team; end users (patients); clinicians; academic experts; senior hospital staff; and a research, design, and development agency. The iterative co-design process comprised several key phases, including the collation and refinement of evidence-based information by the research team, with assistance from academic experts. Structured interviews with 16 clinicians (female: n=10, 63%; male: n=6, 38%) and 11 end users (age: mean 64.3, SD 7.2 y; female: n=7, 64%; male: n=4, 36%) of 1-hour duration were completed to understand the requirements for the intervention. Weekly workshops were held with key stakeholders throughout development. A different cohort of 15 end users (age: mean 61.5, SD 9.7 y; female: n=12, 80%; male: n=3, 20%) examined the feasibility of the study during a 2-week testing period. The System Usability Scale was used as the primary measure of intervention feasibility. RESULTS: Overall, 7 content modules were developed and refined over several iterations. Key themes highlighted in the clinician and end user interviews were the diverse characteristics of patients, the hierarchical structure with which patients view health practitioners, the importance of delivering information in multiple formats (written, audio, and visual), and access to patient-centered information as early as possible in the health care journey. All content was translated into Vietnamese, the most widely spoken language following English in the local government areas included in this study. Patients with hip and knee osteoarthritis from culturally and linguistically diverse backgrounds tested the feasibility of the intervention. A mean System Usability Scale score of 82.7 (SD 16) was recorded for the intervention, placing its usability in the excellent category. CONCLUSIONS: Through the co-design process, we developed an evidence-based, holistic, and patient-centered digital health intervention. The intervention was specifically designed to be used by patients from diverse backgrounds, including those with low health, digital, and written literacy levels. The effectiveness of the intervention in improving the physical and mental health of patients will be determined by a high-quality randomized controlled trial.
ABSTRACT
UNLABELLED: Clinical educators (CEs) play a key role in student learning, yet their insights of student preparedness and performance during initial clinical placements are often under-recognised. AIM: To explore the experience of hospital-based CEs on the preparedness and performance of student dietitians on clinical placements to inform curriculum planning. METHODS: Eight semi-structured focus groups consisted of dietetic CEs (n=20) involved in the training of third-year students commencing their first clinical placement. Focus groups were conducted up to 2 months' post-placement completion and thematically analysed grounded in phenomenology. RESULTS: Six themes emerged: 1) role of professional skills, 2) clinical skills and knowledge, 3) anxiety and confidence, 4) unique needs of culturally and linguistically diverse (CALD) students, 5) impact of student training on CEs, and 6) variation in expectations of student preparedness. CONCLUSIONS: CEs valued professional skills of students and they reported students exhibited a range of developed traits. Anxiety and knowledge gaps hindered placement progress, and CALD students were reported to provide particular challenges. Expectations of CEs, the university, and students are not always congruent, and there were similar variations between CEs themselves. The findings have been used to address these challenges and improve collaboration between university and clinical placements.
