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Abstract

Objective/s: To create a consensus list of self-management definitions, recommendations, and endpointsfor children and young people (0–20 years) with chronic conditions.Methods: This study used a Delphi technique. Based on the number of relevant peer-reviewedpublications, clinical academics were invited to participate in three survey rounds. Round one containedopen-ended and multiple-choice questions eliciting general opinions on self-management. For roundtwo, results were provided to the interdisciplinary expert panel as statements for rating their agreementusing a 7-point Likert scale, with consensus predefined as moderately or extremely satisfied by >70% ofparticipants. Statements not meeting consensus were re-presented in round three, with group feedbackincorporated. Finalised statements informed creation of the ‘Partners in Health: Self-ManagementConsensus List for Children and Young People’.Results: Sixteen clinical academics participated: 12 completed round one; 14 completed round two; and12 completed round three. Of 101 statements, 90 reached consensus, with statements separated into fivedevelopmentally appropriate groups. Statements covered broad self-management and self-managementsupport domains including knowledge, involvement, monitoring/responding to symptoms, transition,impact, lifestyle, and support. Division of responsibility and autonomy were distinct themes.Conclusion and practice implications: This research provides consensus-based guidance for cliniciansproviding paediatric self-management support.

Item Type:	Article
Authors/Creators:	Saxby, N and Ford, K and Beggs, S and Battersby, M and Lawn, S
Keywords:	self-management, self-management support, children, adolescence, adolescents, chronic condition, chronic disease, clinical education
Journal or Publication Title:	Patient Education and Counseling
Publisher:	Elsevier Sci Ireland Ltd
ISSN:	0738-3991
DOI / ID Number:	10.1016/j.pec.2019.09.029
Copyright Information:	© 2019 Elsevier B.V. All rights reserved.
Related URLs:	UTAS Profile: Beggs, S
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