The EEP is based on the self-efficacy construct and social learning theory (Bandura, 1997) and the best available disease-management evidence (NICE, 2007). Self-efficacy and the development of social learning are key factors known to enhance the effectiveness of chronic disease management (Clark and Dodge, 1999; Marks et al, 2005). To date, there has been limited application in a dermatological setting, with some exceptions (Ersser et al, 2012). The EEP intervention was delivered to parent groups by a dermatology specialist nurse in two 3-hour sessions using a range of teaching methods to address learning styles and language barriers. It was designed to generate interaction, providing opportunities for shared learning and mutual support. Parental 'action planning' was a key component of the interactive learning.
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