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IMPAQT | Improving quality of life for teenagers with asthma trial

Step 4: Plan

Help adolescent identify how to change behaviour, their personal goal and ways to monitor

Are they ready to move from evoking to planning? Clues include increased change talk:

"I'm ready to do it"​ “I'm willing to try it"​ "I might do it"​ "I'll think about it"​ "I hope to"​ "I guess I could try"


​If they do not seem to be ready to move on, spend more time in the evoking phase.
Patients are more likely to actually change their behaviour if they have a specific plan.

It is important to allow your patient to take the lead as motivations a necessity if the plan is going to be put into effect; ambivalence is likely to reappear if the patient does not really own the change plan. So elicit and listen to your patient's views, what will work for them? Help your adolescent patient to set their own SMART goals.

SPECIFIC​ Be very clear as to what is expected, e.g. take asthma preventer on at least 6 days a week. MEASURABLE​ How are you going to assess that the objective has been met, eg has the preventer been used at least 6 days a week on average? ACHIEVEABLE ​ Is the target achievable, eg can your patient realistically take their preventer on at least 6 days a week? REALISTIC​ Does your patient have the skills or resources to achieve the objective, eg do they have sufficient preventer at home, do they know how to take it? TIME-BOUND​ When should the objective be met, eg in 4 weeks when asthma clinical nurse specialist has arranged a brief telephone consultation.
You need to identify how to follow up on their goals, for example a telephone call from asthma clinical nurse specialist or at the next clinic appointment.

 

Step 3: Evoke
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