Barriers and enablers in the implementation of a provider-based intervention to stimulate culturally appropriate hypertension education
Patient Education and Counseling , Volume 82 - Issue 1 p. 74- 80
Objective: To identify barriers and enablers influencing the implementation of an intervention to stimulate culturally appropriate hypertension education (CAHE) among health care providers in primary care. Methods: The intervention was piloted in three Dutch health centers. It consists of a toolkit for CAHE, training, and feedback meetings for hypertension educators. Data were collected from 16 hypertension educators (nurse practitioners and general practice assistants) during feedback meetings and analyzed using qualitative content analysis. Results: Perceived barriers to the implementation of the intervention fell into three main categories: political context (health care system financing); organizational factors (ongoing organizational changes, work environment, time constraints and staffing) and care provider-related factors (routines, attitudes, computer and educational skills, and cultural background). Few barriers were specifically related to the delivery of CAHE (e.g. resistance to registering ethnicity). Enabling strategies addressing these barriers consisted of reorganizing practice procedures, team coordination, and providing reminders and additional instructions to hypertension educators. Conclusion and practice implications: The adoption of a tool for CAHE by care providers can be accomplished if barriers are identified and addressed. The majority of these barriers are commonly associated with the implementation of health care innovations in general and do not indicate resistance to providing culturally appropriate care.
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|Patient Education and Counseling|
|Organisation||Erasmus MC: University Medical Center Rotterdam|
Beune, E.J.A.J, Haafkens, J.A, & Bindels, P.J.E. (2011). Barriers and enablers in the implementation of a provider-based intervention to stimulate culturally appropriate hypertension education. Patient Education and Counseling, 82(1), 74–80. doi:10.1016/j.pec.2010.02.015