Table 3 Studies on Transition
Authors | Study Design | Main Topic | Country | Numbers (Participants, Studies) | Instruments | Main Results |
|---|---|---|---|---|---|---|
Castrejón (2012) | Narrative literature review | Overview of information available in the literature on transition units with regard to rheumatic diseases | USA | 46 studies (differing methodologies) | none | Recommendations for interacting with adolescent patients – Respect, confidentiality, avoiding mistakes, continuity, autonomous visits without parents, use of the HEADSS assessment Components of a transition unit – Early age, transition coordinator, transition program, involvement of pediatricians and physicians for adults, parents, multidisciplinarity , qualified personnel, evaluation |
Crowley et al. (2011) | Systematic literature review | Review of the efficacy of transition programs in young patients between the ages of 11 and 25 with chronic diseases or disabilities and the identification of successful components | UK | 10 studies (Evaluation of interventions during transition, but with different methodology) | none | Patients – Disease-related education (4x successful intervention) – Improved education and skills traning (2x successful intervention) Healthcare Facility – Transition coordinator (2x successful intervention) – Liaison between pediatric and adult hospital (3x successful intervention) Service offers – Separate clinics for young adults (3x successful intervention) – Telephone support service (1x successful intervention) – Appointment reminders by telephone (2x successful intervention) |
Forbes et al. (2002) | Systematic literature review | Identification and evaluation of practices that assure adolecents with chronic diseases and disabilities of continuity during the transition | UK | Search A: 61 studies (Identification of Best-Practice.models) Search B: 39 studies (inclusion of five diseases) Search C: 26 studies (interview of key persons) | none | Structural component – Transition worker; transition teams; professional continuing education; information for specialists; use of existing services; inter- and intra-organization of networks and arrangements; organizational planing; theoretical framework; promotion of equality and accessibility. Process components – Preparation for the transfer; active management of the transition; case management; responsibility for the process; strengthening of therapeutic relationships; representation of interests; joint care management; flexibility with regard to the transfer; specific communication systems; regular assessment of provision of services. Result components – Disease-specific or general outcomes like satisfaction. Other outcome components are benchmarks of how service quality can be measured. Components of the practice regarding young people: – Specific services provided; developing competence in autonomy and self-determination; support for psychosocial development; inclusion of young people; peer Einbindung der junge Leute; involvement of peers; support for the changed relationship with parents/caregivers; making appropriate choices; availability of information; concentration on young people’s strengths for their future development Components in practice regarding parents and caregivers: – Support adjusting to the changed relationships to the young people; inclusion of parents in work scheduling; family-centered approach and provision of information. |
Price et al. (2011) | Qualitative Study | Evaluation of a transition model based on interviews with young adults with diabetes mellitus | UK | 11 young adults (age: 16–18 years) 2 young adults after 1 year | Semi-structure interview guide | Initial topics: – The transition process – Experience with, and organization of the transfer – Organization of services – Information and education – Health counselling – Integration. Primary topics – appropriate health care of young people – Recognizing individuality in health care |