@article{MusekampGerlichEhlebrachtKoenigetal.2016,
  author    = {Musekamp, Gunda and Gerlich, Christian and Ehlebracht-K{\"o}nig, Inge and Faller, Hermann and Reusch, Andrea},
  title     = {Evaluation of a self-management patient education program for patients with fibromyalgia syndrome: study protocol of a cluster randomized controlled trial},
  series = {BMC Musculoskeletal Disorders},
  volume    = {17},
  journal   = {BMC Musculoskeletal Disorders},
  number    = {55},
  doi       = {10.1186/s12891-016-0903-4},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-146075},
  year      = {2016},
  abstract  = {Background Fibromyalgia syndrome (FMS) is a complex chronic condition that makes high demands on patients' self-management skills. Thus, patient education is considered an important component of multimodal therapy, although evidence regarding its effectiveness is scarce. The main objective of this study is to assess the effectiveness of an advanced self-management patient education program for patients with FMS as compared to usual care in the context of inpatient rehabilitation. Methods/Design We conducted a multicenter cluster randomized controlled trial in 3 rehabilitation clinics. Clusters are groups of patients with FMS consecutively recruited within one week after admission. Patients of the intervention group receive the advanced multidisciplinary self-management patient education program (considering new knowledge on FMS, with a focus on transfer into everyday life), whereas patients in the control group receive standard patient education programs including information on FMS and coping with pain. A total of 566 patients are assessed at admission, at discharge and after 6 and 12 months, using patient reported questionnaires. Primary outcomes are patients' disease- and treatment-specific knowledge at discharge and self-management skills after 6 months. Secondary outcomes include satisfaction, attitudes and coping competences, health-promoting behavior, psychological distress, health impairment and participation. Treatment effects between groups are evaluated using multilevel regression analysis adjusting for baseline values. Discussion The study evaluates the effectiveness of a self-management patient education program for patients with FMS in the context of inpatient rehabilitation in a cluster randomized trial. Study results will show whether self-management patient education is beneficial for this group of patients.},
  language  = {en}
}
@article{PetersFallerPfeiferetal.2016,
  author    = {Peters, Stefan and Faller, Hermann and Pfeifer, Klaus and Meng, Karin},
  title     = {Experiences of Rehabilitation Professionals with the Implementation of a Back School for Patients with Chronic Low Back Pain: A Qualitative Study},
  series = {Rehabilitation Research and Practice},
  volume    = {2016},
  journal   = {Rehabilitation Research and Practice},
  number    = {9},
  doi       = {10.1155/2016/6720783},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-146053},
  pages     = {6720783},
  year      = {2016},
  abstract  = {A standardized curriculum back school (CBS) has been recommended for further dissemination in medical rehabilitation in Germany. However, implementation of self-management education programs into practice is challenging. In low back pain care, individual factors of professionals could be decisive regarding implementation fidelity. The study aim was to explore attitudes and experiences of professionals who conducted the back school. Qualitative interviews were led with 45 rehabilitation professionals. The data were examined using thematic analysis. Three central themes were identified: (a) "back school as a common thread," (b) "theory versus practice," and (c) "participation and patient-centeredness." The CBS and its manual were frequently described positively because they provide structure. However, specified time was mentioned critically and there were heterogeneous perceptions regarding flexibility in conducting the CBS. Theory and practice in the CBS were discussed concerning amount, distribution, and conjunction. Participation and patient-centeredness were mainly mentioned in terms of amount and heterogeneity of participation as well as the demand for competences of professionals. Factors were detected that may either positively or negatively influence the implementation fidelity of self-management education programs. The results are explorative and provide potential explanatory mechanisms for behavior and acceptance of rehabilitation professionals regarding the implementation of biopsychosocial back schools.},
  language  = {en}
}