Table 2.
Evaluation of facilitators relating to domains (percentage of participants considering the standard to be fulfilled)
| Intervention Characteristics | Inner Setting | Outer Setting | Implementation | |
|---|---|---|---|---|
| % of participants agreeing to statement | ||||
| Psychosocial expertise—In development and implementation | 61 | 48 | 55 | |
| Patient-orientation—promotion of empowerment and competence to act | 87** | 55 | 48 | |
| Standards with individuality—harmonization of everyday clinical routines and maintaining diversity of methodology and individuality (objectivity) | 42 | 32 | 32 | |
| Diversity of methodology and individuality (objectivity) | 23 | |||
| Proof of efficacy (therapy optimization study)—linking research and practice (showing that it takes expertise and time resources) | 35 | 23 | 3* | |
| Guideline-oriented—principles, objectives & measures find immediate practical application | 52 | 19 | 35 | |
| Consensus-based—Interdisciplinary & International | 26 | 13* | 19 | |
| Combined tool of research and practice (connection of research and practice) | 32 | 16 | 19 | |
| Making visible and strengthening the importance of psychosocial care and research (for patients and in the interdisciplinary team) | 42 | 23 | 13* | |
| The visualization of possible gaps in care (e.g. turnover in the interdisciplinary team) | 39 | 19 | 26 | |
| Focus on the child as patient (age-appropriate support) | 63 | 61 | 52 | |
| Concrete visualized methods (complex processes become tangible) | 63 | 58 | 29 | |
| Modular structure (possibility to select specific topics) | 66 | 58 | 48 | |
| Homework (transfer to everyday life as well as the possibility to work on or deepen selected tasks and exercises at home) | 21 | 26 | 3* | |
| Low-threshold contact (easier establishment of contact with a family (keyword: ‘Icebreaker’)) | 32 | 29 | 13* | |
| Fixed modules create commitment (appointments can be enforced sooner, additional appointments are booked) | 21 | 26 | 10* | |
| Process-oriented screening (visibility over the course of emotional well-being and information level) | 26 | 26 | 16 | |
| The flexible use by the entire PSD (Depending on the respective focus) | 23 | 19 | 23 | |
| Design with high incentive character (colours, stickers, handicraft sheets, orientation aids) | 47 | 39 | 29 | |
| Design oriented to the target group (font size, readability, …) | 23 | 19 | 16 | |
| Design presentation (packaging, print quality, …) | 18 | 19 | 6* | |
| Trainings (workshop & training films) | 68 | 61 | 52 | 28 |
| Study coordination meeting (networking and exchange) | 52 | 52 | 52 | 32 |
| Logbook ‘Helpline’ Support (Phone & Email—(Networking and Exchange)) | 32 | 26 | 19 | 15* |
| Social networks (Slack, Facebook—(networking and sharing)) | 3* | 10* | 13* | 8* |
| Conference papers, written information, etc | 19 | 31 | 35 | 26 |
| Newsletter | 32 | 31 | 23 | 24 |
| Manual (instructions as well as the sample answers in the manual support a quick use and support a practical handling) | 84* | 55 | 29 | 31 |
| Basic supply with integrated ‘My Logbook’ modules | 29 | 13* | 6* | 3* |
| Theme booklets and ‘My Logbook’ | 42 | 47 | 16 | 11* |
| Protocol forms for process-oriented screening (Standardized clinical assessment and psychosocial goals achieved) | 19 | 13* | 0* | 3* |
| Evaluation aids | 16 | 10* | 6* | 2* |
| Dashboard (presentation of scientific results) | 13* | 8* | 10* | 8* |
Values with ‘*’ are below the 14th percentile, values with ‘**’ above the 84th