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Introduction: The practice of meditation is gaining popularity among the general population and patients alike. Therapeutic Patient Education Programs (TPE) may provide a platform for offering meditation practices, although its current implementation remains unknown. The objective of this study is to identify and analyze meditative practices within TPE programs in a specific region, examining the conditions of their emergence. Methods: We conducted a quantitative retrospective descriptive survey using an online self-questionnaire among 530 TPE stakeholders (primarily program coordinators) in the Occitanie and PACA regions (France). Subsequently, 12 respondents were invited to participate in comprehensive phone interviews. Results: Of the 86 (16%) individuals who responded to the online questionnaire, 33 (between 6% of people surveyed and 38% of respondents) reported incorporating meditative practices into TPE. Among these, these practices were offered both in hospitals and community settings, targeting various conditions (primarily obesity), within the framework of TPE programs (67%) or outside of them (33%). Among the teams, 55% offered meditative practices within thematic workshops focused on topics such as managing food, stress, or pain; 36% conducted workshops dedicated to introducing meditation; and 9% provided a Mindfulness-Based Stress Reduction (MBSR) meditation program. The sessions were facilitated by an experienced TPE professional with meditation background but no formal training (58%), a team member trained in meditation facilitation (27%), or an external trained facilitator (21%). Professionals believed that this offering was clearly beneficial for the patients. Discussion: Regardless of the educational format, the inclusion of meditation in TPE programs can serve various educational intentions. Within a TPE program, the introduction of meditation serves as a means of raising awareness rather than training. Short training courses or academic programs in meditation for healthcare professionals could enable TPE practitioners to conduct meditation sessions. This article also presents recommendations regarding the skills that patients should acquire in this practice and points of caution in organizing meditation sessions. Conclusion: Although meditation is still relatively uncommon in TPE programs, it can be integrated into these programs and appears beneficial for both patients and healthcare providers. Further studies investigating the impact of this educational offering on patients are necessary. [ABSTRACT FROM AUTHOR]

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Copyright of Therapeutic Patient Education / Éducation Thérapeutique du Patient is the property of EDP Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Targeted educational activities (or non-program educational activities (NPEA)) have been defined by the French High Authority of Health (HAH) for the V2014 certification of health facilities. Method: A field survey to identify NPEA was conducted at the Montpellier University Hospital Center. We first identified the NPEA from 2014 to 2017. Then, we explored their structuring in 2016 and 2017, by asking health professionals (HPs) to fill in a questionnaire. Finally, a collective work was done on quality criteria for structuring NPEA. Results: In January 2015, 84 NPEA were identified, reassessed at 92 in 2016. Out of 92 HP, 42 accepted the interview in 2016–2017 (46%). We found: 67% of NPEA aimed for chronic diseases, 33% for acute diseases; overall active file = 20 348 patients (5–50 000, median = 80), increasing (71%), plurithematic educational content, multiprofessional interventions (> 1 HP: 74%), training in patient education (TPE) (67%), initial assessment of patient's needs (90% mini-educational diagnosis, educational materials (83%), written report of the NPEA (76%), annual self-assessment (71%). In 2017, 23 educational offers of psychoeducation have been developed (not TPE programs) in the psychiatric center. A list of 10 quality criteria to structure NPEA are proposed: developing skills in TPE, > 1 HP carrying the NPEA, mini-ED, ≥ 1 teaching tool, collecting written educational data, giving an information letter for the general practitioner and the patient, make the NPEA in the team visible, involving medical and paramedical team in the NPEA, self-assessing the NPEA once a year, promoting the NPEA in the institution. Conclusion: There is a continuum between NPEA and TPE program, as well as complementarity. The visibility and increase in quality of NPEA would be beneficial to the patient and to the development of the educational culture among HP. [ABSTRACT FROM AUTHOR]