Quotes to illustrate the respective category supporting facilitators to implementation
| Quote number (Q) | Category/illustrative quotes | Quoted by |
| Tailoring PE | ||
| 35 | ‘Some [are] more in need of information than others and are more “dependent” on information to move forward’ (Recommendation 1). | Occupational Therapist, Norway |
| 36 | ‘Informed… on their disease(s) and treatment(s) and options’ (Recommendation 1). | Rheumatologist, Belgium |
| 37 | ‘Life’s situations are changeable, which the teaching should be targeted for’ (Recommendation 1). | Authorised Nurse, Denmark |
| 38 | ‘Therapy compliance, self-management and treatment objectives’ (Recommendation 1). | Nurse, The Netherlands |
| 39 | ‘PE must…always be customized to the patients’ needs and resources and limitations. The feasibility for the different platforms for the patient education must always be considered’. (Recommendation 4) | Occupational Therapist, Sweden |
| 40 | ‘We have psychologist, group therapy… nurses and physiotherapists trained in pain and trained in drug education’. (Recommendation 5). | Rheumatologist, France |
| 41 | ‘Common basis for all patients and a personalized part, 50/50’ (Recommendation 3) | Rheumatologist, Belgium |
| 42 | ‘General instructions … After that, individual instructions will be given’ (Recommendation 3) | Physiotherapist, Finland |
| Using group education | ||
| 43 | ‘Group interaction and experience sharing can be very enriching’ (Recommendation 3) | Nurse, France |
| Linking patient education with diagnosis and treatments | ||
| 44 | ‘We provide education at diagnosis, at the start of pharmacological and non pharmacological interventions and periodically depending on individual patient needs. Sometimes limited clinic time can act as a barrier, however, I believe, as a department, we do strive to give good quality education via a multi-disciplinary approach’. (Recommendation 2) | Registered Nurse, UK |
| 45 | ‘Life’s situations are changeable, which the teaching should be targeted for’ (Recommendation 2). | Authorised Nurse, Denmark |
| 46 | ‘Regularly organised education programs (by and for patients)’ (Recommendation 1). | Rheumatologist, The Netherlands |
| 47 | ‘Patient education is … the basis for standard treatment”…I want to think of patient education like “soil ploughing” for standard treatment to “grow” or develop’. (Recommendation 1). | Physiotherapist, Japan |
| Maintaining face-to-face PE delivery and inviting feedback | ||
| 48 | ‘Asking the patient verbally … not by means of questionnaires’ (Recommendation 6). | Rheumatologist, Belgium |
| 49 | ‘(This method] makes it possible to check whether the information is understood, the other forms do not’ (Recommendation 4) | Nurse, The Netherlands |
| Accessing multidisciplinary teams and patient organisations | ||
| 50 | ‘Patients are being asked to take care of [PE] especially if we are moving towards general health education that does not require very specialized knowledge’ (Recommendation 7) | Rheumatologist, France |
| 51 | ‘More awareness about avenues for patients to get trained in PE should be created’ (Recommendation 7) | Educationist, India |
| 52 | ‘The patient organizations are important players and should have a more eminent role, both for the patients but also for education of the professionals’ (Recommendation 7) | Rheumatologist, Sweden |
| Accessing training from different providers | ||
| 53 | ‘For me, it is the same as for the patients: competencies need to be maintained over time’ (Recommendation 8) | Rheumatologist, France |
| 54 | ‘I had a training course with the support of private funding (pharma companies)’ (Recommendation 8) | Nurse, France |
| 55 | ‘Specific training is …provided by the physiotherapy association’ (Recommendation 8) | Physiotherapist, Belgium |