Youth and Caregiver Perspectives of Barriers and Facilitators to the Transition From Pediatric to Adult Care: A Qualitative Descriptive Study
Bibliographic record
Abstract
Background: Transitions from pediatric to adult care can be a complex process for youth and their caregivers. Exploring barriers and facilitators to transitions from pediatric to adult care is critical to inform the design and implementation of evidence-based interventions to improve transition processes. Previous literature has focused on describing experiences with transition; however, determinants influencing transitions need further exploration. Objective: This study explored barriers and facilitators to the transition from pediatric to adult care from youth and caregiver perspectives to inform future intervention design, implementation, and evaluation to support transitions in care. Methods: This study used a qualitative descriptive design guided by the COM-B Model of Behaviour. Youth and caregivers of youth in Nova Scotia, Canada, were recruited for semi-structured interviews. Data analysis consisted of directed content analysis, followed by inductive thematic analysis to identify barriers and facilitators of transitioning from pediatric to adult care. Results: A total of nine youth and nine caregivers participated in the semi-structured interviews. We identified barriers and facilitators related to the COM-B Model of Behaviour’s components of capability, opportunity, and motivation. Main themes from both the youth and caregiver participants relate to developing health literacy for transition processes, shifting roles to increase youth independence, and the importance of health system coordination. Conclusion: This project identified intersecting behavioural and contextual determinants related to youth and caregivers’ capability, opportunity, and motivation that influence the transition of care process. These findings will be instrumental for designing and adapting interventions and policies to improve youth transitions from pediatric to adult care.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.005 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".