Competencies for the multi-disciplinary team caring for severely obese patients undergoing bariatric surgery: a systematic review.
Stephen, Audrey I.
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STEPHEN, A., BRUCE, D. and KIRKPATRICK, P., 2015. Competencies for the multi-disciplinary team caring for severely obese patients undergoing bariatric surgery: a systematic review. Appetite, 87, p. 385.
Bariatric surgery is the only intervention leading to sustained weight reduction for severely obese individuals. However, there is variability across the UK in organisation of bariatric services, and perceptions of how to develop and deliver optimum care. This means lack of clarity on competencies and skills required for roles within the multidisciplinary bariatric surgical team. This systematic review was carried out to synthesise literature identifying the competencies required by members of the multidisciplinary team for provision of safe, meaningful and appropriate care for severely obese patients undergoing bariatric surgery. The databases CINAHL; Medline; ERIC; PsycINFO; IngentaConnect; The Knowledge Network, and Web of Knowledge were searched to identify key papers. Papers selected were independently appraised for methodological quality by two reviewers using Joanna Briggs Institute systems. Thirty-six papers were included in the review. The literature was poorly developed, largely consisting of text and opinion, and lacking evaluative content. Pooling of papers generated three synthesised findings: 1) Safe, meaningful and appropriate care may be delivered if staff in each role in the multidisciplinary team achieve a minimum set of competencies; 2) Safe, effective and meaningful care may require a minimum set of competencies for managing a bariatric surgery unit and the multidisciplinary team; 3) To achieve competencies for safe, effective and meaningful care certain approaches to education may be developed. Sensitive care, pre-operative psychological assessment, post-operative care and identification of complications, and team management may be areas in which educational interventions develop, but the conclusion remains tentative because of lack of empirical research in the area.