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Dr. Jane Sattoe

Projectleider

Jane Sattoe werkt vanaf oktober 2010 bij Kenniscentrum Zorginnovatie. Sattoe studeerde Gezondheidswetenschappen aan de Erasmus Universiteit Rotterdam bij de faculteit Beleid & Management Gezondheidszorg en studeerde in 2010 af bij de masteropleiding Health Economics Policy & Law.

In april 2011 kreeg zij een promotievoucher van Hogeschool Rotterdam toegekend om onderzoek te doen naar Zelfmanagement & Participatie bij kinderen en jongeren met chronische aandoeningen. Ze heeft haar onderzoek in 2015 met succes afgerond. Momenteel is Jane senior onderzoeker bij het kenniscentrum.

Promotie

Op donderdag 25 juni 2015 verdedigde Jane Sattoe haar proefschrift aan de Erasmus Universiteit Rotterdam. Hieronder kunt u haar proefschrift (verkrijgbaar in pdf en ePub) gratis downloaden. Daarnaast kunt u ook de stellingen en de uitnodiging in de vorm van een boekenlegger hier bekijken.

Over het proefschrift

Becoming an adult often proves extra challenging for those who grow up with chronic conditions, because adaptive tasks related to living with a chronic condition can clash with normal developmental milestones. Finding a good balance and integrating these tasks in daily life is also referred to as self-management.

This thesis deals with three major themes. First, the concept of self-management and self-management support in current health care for young people with chronic conditions is explored. Then, the development of self-management skills, and what factors may influence this process in young people with chronic conditions are addressed.  Finally, the effectiveness of self-management interventions for young people with chronic conditions is studied.

Self-management support for young people with chronic condition should consider developmental trajectories from childhood into adolescence and young adulthood. This includes attention for medical, role and emotion management, for shifting parent-child roles, and for the coordination of different self-management tasks. Self-management support should be oriented towards facilitating an environment in which young people can learn from others and ‘master through experience’.

A better understanding of the effects of and working elements in self-management interventions could be gained from evaluation studies that adopt a mixed-methods approach, give detailed intervention descriptions and present information about the context in which interventions take place.

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