Advisor(s)
Christy Lemak
Committee Member(s)
Kristine Ria Hearld
Seung-Yup Lee
Stacy Tanaka
School
School of Health Professions
Document Type
Dissertation
Department (new version)
Administration/Health Services
Date of Award
9-9-2024
Degree Name by School
Executive Doctor of Science (DSc) School of Health Professions
Abstract
Advancements in medical care have significantly increased survival rates for children with severe illnesses, leading to majority of these children reaching adulthood. Consequently, the transition from pediatric to adult care has become a critical area of focus, with recent guidelines and studies advocating for structured transitional care interventions to enhance disability-related knowledge and readiness for adulthood. The urologic transitional care program aims to address the challenges faced by adolescents with complex congenital urologic conditions as they transition from pediatric to adult healthcare. This study evaluates the program's effectiveness, particularly focusing on improving transitional readiness and healthcare utilization outcomes among these patients. The urologic transitional care program is designed around the needs of urologic patients to ensure a smooth transfer to adult care, thereby enhancing patient outcomes and reducing healthcare burdens. Self-determination theory explains how intrinsic motivation and self-determination drive sustained health behaviors, positing that satisfaction of psychological needs for autonomy, relatedness, and competence enhances motivation, well-being, and health. Similarly, the Goal-setting theory emphasizes that setting specific, challenging goals enhances performance, which is crucial for adolescents with chronic conditions to manage their health effectively as they transition into adult care. Both theories underscore the importance of fostering autonomy and tailored goal-setting in healthcare to support adolescents' growth and self-management. The program integrates educational interventions and patient-centered care strategies to empower patients, improve their understanding of their medical conditions, and develop self-care capabilities. Key components of the program include structured educational sessions to enhance self-determination, goal-setting with patient empowerment, and facilitated discussions led by healthcare professionals, including urologists and nurse practitioners. Results from the evaluation indicate that the program has significantly improved patients' readiness for transition, particularly in the knowledge domain, as measured by validated readiness surveys. The program has also successfully reduced unnecessary emergency room visits and unplanned admission, which suggests better patient management and a decreased healthcare burden. Despite these successes, the study highlights several areas for improvement. The program's impact on other domains of readiness, such as self-care and social support, was not as pronounced, pointing to the need for enhanced strategies that target these aspects. Furthermore, the program's long-term sustainability and scalability require ongoing evaluation and adaptation to ensure that it continues to meet patients' evolving needs. In conclusion, the urologic transitional care program evaluated in this study represents a significant step forward in supporting adolescents with complex urologic conditions. Ongoing efforts to refine the program, based on comprehensive evaluation and stakeholder feedback, will be crucial in maximizing its effectiveness and expanding its reach to more patients in need.
ProQuest ID
Recommended Citation
Chua, Michael, "The Impact Of Urologic Transitional Care Program On Change In Transition Readiness And Healthcare Resource Utilization Among Patients With Congenital Urogenital Conditions Needing Lifelong Care" (2024). All ETDs from UAB. 7626.
https://digitalcommons.library.uab.edu/etd-collection/7626
