scholarly journals Qualitative systematic review of barriers and facilitators to patient-involved antipsychotic prescribing

BJPsych Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Rebecca Pedley ◽  
Caitlin McWilliams ◽  
Karina Lovell ◽  
Helen Brooks ◽  
Kelly Rushton ◽  
...  

BackgroundDespite policy and practice mandates for patient involvement, people with serious mental illness often feel marginalised in decisions about antipsychotic medication.AimsTo examine stakeholder perspectives of barriers and facilitators to involving people with serious mental illness in antipsychotic prescribing decisions.MethodSystematic thematic synthesis.ResultsSynthesis of 29 studies identified the following key influences on involvement: patient's capability, desire and expectation for involvement, organisational context, and the consultation setting and processes.ConclusionsOptimal patient involvement in antipsychotic decisions demands that individual and contextual barriers are addressed. There was divergence in perceived barriers to involvement identified by patients and prescribers. For example, patients felt that lack of time in consultations was a barrier to involvement, something seldom raised by prescribers, who identified organisational barriers. Patients must understand their rights to involvement and the value of their expertise. Organisational initiatives should mandate prescriber responsibility to overcome barriers to involvement.Declaration of interestNone.

Author(s):  
Rachel J Nesbit ◽  
Charlotte L Bagnall ◽  
Kate Harvey ◽  
Helen F Dodd

Adventurous play, defined as exciting, thrilling play where children are able to take age-appropriate risks has been associated with a wide range of positive outcomes. Despite this, it remains unclear what factors might aid or hinder schools in offering adventurous play opportu-nities. The purpose of this systematic review is to synthesise findings from qualitative studies on the perceived barriers and facilitators of adventurous play in schools. A total of nine studies were included in the final synthesis. The review used two synthesis strategies: a meta-aggregative syn-thesis and narrative synthesis. Findings were similar across the two syntheses, highlighting that key barriers and facilitators were: adults’ perceptions of children; adults’ attitudes and beliefs about adventurous play and concerns pertaining to health; and, safety and concerns about legis-lation. Based on the findings of the review, recommendations for policy and practice as provided to support adventurous play in schools.


Children ◽  
2021 ◽  
Vol 8 (8) ◽  
pp. 681
Author(s):  
Rachel J. Nesbit ◽  
Charlotte L. Bagnall ◽  
Kate Harvey ◽  
Helen F. Dodd

Adventurous play, defined as exciting, thrilling play where children are able to take age-appropriate risks, has been associated with a wide range of positive outcomes. Despite this, it remains unclear what factors might aid or hinder schools in offering adventurous play opportunities. The purpose of this systematic review is to synthesise findings from qualitative studies on the perceived barriers and facilitators of adventurous play in schools. A total of nine studies were included in the final synthesis. The review used two synthesis strategies: a meta-aggregative synthesis and narrative synthesis. Findings were similar across the two syntheses, highlighting that key barriers and facilitators were: adults’ perceptions of children; adults’ attitudes and beliefs about adventurous play and concerns pertaining to health and safety, and concerns about legislation. Based on the findings of the review, recommendations for policy and practice are provided to support adventurous play in schools.


2012 ◽  
Vol 22 (2) ◽  
pp. e217-e224 ◽  
Author(s):  
Christina P.C. Borba ◽  
Lara DePadilla ◽  
Frances A. McCarty ◽  
Silke A. von Esenwein ◽  
Benjamin G. Druss ◽  
...  

2020 ◽  
Vol 74 (8) ◽  
pp. 545-557
Author(s):  
Elisabeth Pearse ◽  
Sandra Bucci ◽  
Jessica Raphael ◽  
Katherine Berry

2017 ◽  
Vol 47 ◽  
pp. 83-102 ◽  
Author(s):  
John A. Naslund ◽  
Karen L. Whiteman ◽  
Gregory J. McHugo ◽  
Kelly A. Aschbrenner ◽  
Lisa A. Marsch ◽  
...  

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