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Analysis of Self-Management and Transition Readiness Instruments for Clinical Practice

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Transition from Pediatric to Adult Healthcare Services for Adolescents and Young Adults with Long-term Conditions

Abstract

Nurses are integral members of interdisciplinary healthcare teams providing transition services to adolescents and young adults with long-term conditions and disabilities. Using valid and reliable measures of self-management and transition readiness behaviors can be an important component of effective practice. To identify potential instruments for use in practice, a search was conducted using multiple databases for instruments developed in the last 10 years that addressed these behaviors and had some psychometric evidence. This process yielded both generic (n = 11) and condition-specific (n = 27) instruments. The authors provide analyses of the instruments identified including psychometric properties, strengths, weaknesses, and implications for practice. The most frequent critique of select instruments is the lack of stability evidence (test–retest analysis) which limits healthcare providers’ ability to assess these behaviors over time. The instruments included in this analysis offer nurses and other healthcare providers a variety of choices as they tailor interventions to optimize self-management and transition readiness behaviors for adolescents and young adults with long-term conditions and disabilities.

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Acknowledgements

Select instrument table content in this chapter were originally created for the Self-management and Independence section of the Guidelines for the Care of People with Spina Bifida published by the Spina bifida Association. The Spina Bifida Association has given permission for use of the content in the instrument tables for this chapter.

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Authors and Affiliations

  1. Children’s Hospital of Wisconsin, Milwaukee, WI, USA

    Kathleen J. Sawin

  2. Self-Management Science Center at UWM, College of Nursing, University of Wisconsin-Milwaukee, Milwaukee, WI, USA

    Kathleen J. Sawin

  3. School of Social Work, University of Maryland, Baltimore, Baltimore, MD, USA

    Rachel Margolis, Jaclyn R. MacFarlane Bookman & Melissa H. Bellin

  4. Tone Management and Mobility Program, Upstate Medical University, Syracuse, NY, USA

    Lynne Romeiser Logan

  5. Division of Adolescent and Transition Medicine, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA

    Jason Woodward

  6. University of Cincinnati College of Medicine, Cincinnati, OH, USA

    Jason Woodward

  7. Department of Pediatrics, Division of Developmental Medicine, Seattle Children’s Hospital, University of Washington School of Medicine, Seattle, WA, USA

    Timothy J. Brei

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  1. Kathleen J. Sawin
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  2. Rachel Margolis
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  4. Melissa H. Bellin
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  7. Timothy J. Brei
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Correspondence to Kathleen J. Sawin .

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Editors and Affiliations

  1. Keck School of Medicine, Department of Pediatrics, University of Southern California, Los Angeles, CA, USA

    Cecily L. Betz

  2. School of Nursing and Midwifery, Faculty of Health Sciences, Trinity College, Dublin, Ireland

    Imelda T. Coyne

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Sawin, K.J. et al. (2020). Analysis of Self-Management and Transition Readiness Instruments for Clinical Practice. In: Betz, C., Coyne, I. (eds) Transition from Pediatric to Adult Healthcare Services for Adolescents and Young Adults with Long-term Conditions. Springer, Cham. https://doi.org/10.1007/978-3-030-23384-6_4

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