Views | Theme (n) | n (%) | ||
---|---|---|---|---|
Usefulness of PROMs | Patients | Improving self-care skills | Gaining an understanding of their own symptoms and changes in symptoms (n = 7) | 13 (22%) |
Participating in treatment and care with a sense of self-management (n = 4) | ||||
Having a sense of self-control (n = 2) | ||||
Facilitating communication with healthcare providers | Opportunity to talk about one's thoughts and feelings to healthcare providers (n = 6) | 8 (13%) | ||
Feeling that one's healthcare provider is interested in you (n = 2) | ||||
Healthcare providers | Gaining an understanding of patients' conditions | Understanding the patient's pain and condition (n = 17) | 25 (42%) | |
Using this information in patient treatment and care (n = 5) | ||||
Sharing information among healthcare providers (n = 3) | ||||
Building good relationships with patients | Facilitating communication with patients (n = 5) | 6 (10%) | ||
Building good relationship with patients (n = 1) | ||||
Educational benefits for healthcare providers | Training in assessing the scale (n = 6) | 7 (12%) | ||
Facilitating grief work (n = 1) | ||||
Use in research | Useful for research applications (n = 1) | 1 (2%) | ||
Barriers related to the use of PROMs | Patients | Difficulty using PROMs due to incomprehension or cognitive decline | Need a better understanding and more communication about what patients are being asked to assess (n = 13) | 34 (33%) |
Difficulty in numerical evaluation (n = 12) | ||||
Difficulty with navigating PROs due to old age or a decline in cognitive function (n = 9) | ||||
Difficulty using PROMs due to worsening symptoms or a decreased state of consciousness | Difficulty in assessing results due to symptoms of disease progression (n = 5) | 8 (8%) | ||
Difficulty with PROs due to delirium or a decreased state of consciousness (n = 3) | ||||
Burdensome on patients | Burden due to use of PROMs (n = 4) | 5 (5%) | ||
Burden from repeated assessments (n = 1) | ||||
Difficulty filling out PROMs due to disease progression | Difficulty in filling out the form due to symptoms or state of consciousness (n = 3) | 4 (4%) | ||
Distress due to not being able to fill out the form by oneself (n = 1) | ||||
Healthcare providers | Burden on healthcare providers | Burden due to increased workload (n = 6) | 20 (20%) | |
Difficulty in quantifying PROs (n = 6) | ||||
Difficulty in ensuring sufficient time for PROs (n = 5) | ||||
Conflict in regard to quantifying assessments as patients' conditions deteriorate (n = 3) | ||||
Lack of staff education on the use of PROMs | Insufficient education of healthcare providers on the use of PROMs (n = 7) | 12 (12%) | ||
Insufficient education of healthcare providers with respect to PROs (n = 5) | ||||
Difficulty in using PROMs and in linking these measures to care decisions | Difficulties in linking PRO results to care decisions (n = 12) | 15 (15%) | ||
Difficulties in regard to the timing of PROs (n = 3) | ||||
Need for guidance in the evaluation of PROMs | Lack of comprehensive assessment available from the use of PROMs (n = 3) | 4 (4%) | ||
Difficulties evaluating the results obtained from the implementation of PROMs (n = 1) | ||||
Practical effective methods relevant to the use of PROMs | Efforts to reduce the burden on patients | Devising evaluation methods tailored to the patient's condition (n = 20) | 45 (41%) | |
Selecting PROMs according to the patient's condition (n = 14) | ||||
Consideration of the patients most suitable for the use of PROMs (n = 11) | ||||
Education on using PROMs for healthcare providers | Education on how to use PROMs in clinical practice (n = 14) | 21 (19%) | ||
Education how to use PROMs in general (n = 7) | ||||
Standard procedures for using PROMs | Rules for using PROMs (n = 9) | 28 (25%) | ||
Rules for utilizing the results of PROM evaluations (n = 7) | ||||
Preparing for the introduction of PROMs (n = 6) | ||||
Education on how to describe the results of PROM evaluations in the clinical record (n = 6) | ||||
Awareness and consideration of healthcare providers involved in the evaluation of PROs | Considerations when using PROMs (n = 5) | 16 (15%) | ||
Awareness of staff involved in the use of PROs (n = 11) |