[39]a
|
- Delayed software installation
| | |
- Competing staff priorities
| | |
[40]a
|
- No useful outcome data
| | | |
- Workflow changes
| |
[44]
|
- Wireless Internet
| |
- Using self-management tools
|
- Committed staff
|
- Location of computer in practice
|
- Funding
|
- Software updates
| |
- Staff priorities
|
- Uncertain programme sustainability
|
[32]
| | |
- Unwillingness to consult experts
| |
- Too broad referral indication
| |
[41]a
| | | | | | |
[45]
|
- Unavailability of wireless Internet
| | | | |
- High costs
|
[42]
| | | |
- Difficult local context
| | |
[54]
|
- Lack of IT system
|
- Unwillingness to share care
|
- Unwillingness to consult experts
|
- Suboptimal leadership
|
- Information provision
|
- Restricting legal regulations
|
- Perceived inexpertise
|
- Lack of motivation/compliance/knowledge
|
- Rivalry
|
- Communication
|
- Lack of (educational) structure
|
[37]
| |
- Low engagement
| | | | |
- High attrition rate
|
[26]
| |
- High attrition rate
| | | | |
[33]
| | | | | | |
[50]
| | |
- Lack of prompting
|
- Culture/behavioural changes
|
- Location of computer in practice setting
| |
- Time constraints
|
- Unavailability of technology
|
- Personal factors affecting IT use
|
[55]
| |
- Resistance to messaging
|
- Unawareness of system features
| | | |
[25]
| |
- Reluctance to discharge patients
|
- Reluctance to be discharged
| | | |
[48]
| |
- Understanding/implementing diabetes education
| |
- Safety issues (neighbourhoods, patients)
|
- Provider training
| |
- Staff turnover
|
- Large caseloads
|
- Using tools
|
- Wide geographical area
|
[27]
| | | | | | |
[34]
|
- Lack of IT support
| |
- Language and literacy problems
|
- Lack of leadership support
|
- Time constraints
| |
- Manual data entry
|
- Limited staff capacity
|
- High staff turnover
|
[28]
| | |
- Medically and socially complicated patients
| |
- Limited staff capacity
| |
[29]
|
- Long consultations
|
- Reluctance to use IT
| |
- Culturally diverse setting
| | |
- Translating materials
|
- Use of interpreters
|
[30]
|
- Registry building (multiple data sources, inconsistent formatting)
|
- Unwillingness to share data
| |
- Changing culture
|
- Changing the workflow and culture of the practice
|
- Funding concerns
|
- Implementing/teaching change model
|
- Uncertain programme sustainability
|
[51]
|
- Accommodating self-management tools at home
| |
- Inexperience with self-management tools
| | | |
[43]
| | | | | | |
[35]
| | | | | | |
[38]
|
- Lack of registry
| |
- Lack of self-motivation
| |
- Space limitations
| |
- Difficulties in building a registry
| |
- Time constraints
|
[31]
|
- Lack of integrated approach to information management
| | | | | |
[52]
| |
- Difficult computer use
|
- Difficult computer use
| | | |
[56]
| |
- Psychosocial barriers
| |
- Competing staff priorities
| | |
- Lack of openness to innovation
|
[53]
|
- Intervention complexity
|
- Fear of losing patients
|
- Lack of patient self-motivation
| |
- Implementing workflow changes
|
- Income concerns
|
- Funding concerns
|
- Lack of diabetes-specific expertise
|
- Administrative burden
|
- Uncertain programme sustainability
|
- Isolated work
|
- Lack of staff
|
[46]
| | | | | | |
[49]
|
- Intervention complexity
| | | | | |
[36]
|
- Implementation of registry
| |
- Economically complicated patients
| |
- Implementing workflow changes
| |
- Unanticipated staff changes
|
[47]
| | | | | | |