Patient education as a status passage in life – An ethnographic study exploring participation in a Danish group based patient education programme

From the body as an object to embodied subjectivity: Social egg freezing as a personal definition rite among ultra-orthodox singles

As an innovative reproductive technology, social egg freezing (SEF) challenges the ultra-Orthodox community's position in the tension between tradition and modernity. On the one hand, SEF can enable singles of advanced age to fulfill their most important social and religious role of building big families when they eventually marry. On the other hand, exposure to SEF may lead to openness to social change, including changes in gender roles, division of labor, and control over female fertility. Based on in-depth interviews, the present study examined the experiences of ultra-Orthodox singles throughout the SEF process, based on conceptual frameworks of "rites of passage", "group definition ceremonies" and "personal definition rites". The findings reveal that ultra-Orthodox single women creatively invented strategies to discreetly cope with various obstacles, unassisted by their families or communities. Not only can personal definition rites take form without the community's participation and support, but they can also be carried out privately and secretively. By undergoing SEF, ultra-Orthodox singles exert agency in making independent choices over their bodies. Despite being embedded in a conservative, traditional context, the results indicate that participants initiate bottom-up change in social norms in relation to the status of singlehood, timing of marriage, and family size.

Expectations and Experiences of a Group of Patients Enrolled in an Educational Program for Rheumatoid Arthritis at a Specialized Care Center in Colombia

Introduction

Rheumatoid arthritis is a chronic inflammatory disease diagnosed in a productive stage of life. Patients with RA experience changes in their musculoskeletal system, overall health and quality of life. It has been identified that patients with RA do not have appropriate knowledge about their condition. Educational programs can provide new knowledge, accompaniment, and closer follow-up to improve empowerment and quality of life in patients with RA.

Purpose

To describe rheumatoid arthritis patients' experiences, perceptions, and expectations when enrolling on a multicomponent educational program in a specialized RA setting.

Patients and Methods

A qualitative study was done. Patients with RA who attended a specialized center and enrolled in an educational program participated in two focus groups. The focus group discussions and the interviews were recorded, transcribed verbatim, analyzed, and emerging themes were constructed.

Results

Thirty-one participants were included in the focus groups. The median age was 60 years IQR (54-67), 92% were female. Two relevant categories emerged: first, the experience of being diagnosed with RA. Second, the program's ability to empower participants with knowledge and the possibility of transferring knowledge to other patients with the same condition. In addition, patients gave a high score to the expectations regarding the educational program.

Conclusion

Understanding patients' expectations when enrolling in an educational program allows educators and clinicians to understand their motivations to create tailored programs that can contribute to acquiring empowerment in the educational process and managing their disease. Stakeholders should consider patients' expectations when implementing these interventions for patients with RA to adapt the intervention according to the patient's context and needs, which will directly affect the patient's adherence and lead to better use and allocation of resources for educational activities.

The Effect of Video-Assisted Clean Intermittent Catheterization Training on Patients' Practical Skills and Self-Confidence

PURPOSE

This research was carried out in order to examine the effect of clean intermittent catheterization (CIC) training with a video developed by the researchers on patients' ability to practice CIC and self-confidence.

METHODS

The population of the study consisted of patients who had just started performing CIC in the urology polyclinic of a city hospital in Istanbul. The sample consisted of a total of 80 patients, 40 of whom were in the experimental group and 40 in the control group. The experimental group patients were given CIC training with a training video that was downloaded to the mobile phone of the patient, a family member, or caregiver. The patients' practice skills were evaluated by 2 independent observers. The DISCERN Inquiry Form and the Global Quality Score, the Patient Information Form, the CIC Skill Checklist and the Self-Confidence Scale in Clean Intermittent Self-Catheterization were used to collect data.

RESULTS

In the experimental group, consisting of patients who received video-assisted training, the mean scores for the CIC Skill Checklist and the Self-Confidence Scale in Clean Intermittent Self-Catheterization were statistically significantly higher than in the control group (P<0.001), the experience of feeling pain during catheterization was less than in the control group, and the patients in the experimental group experienced statistically significantly fewer complications such as urinary tract infections, urgency, urinary incontinence, hematuria and urethral stricture (P<0.05).

CONCLUSION

Video-assisted CIC training had a positive effect on patients' practical skills and self-confidence.

Kidney failure, status passage, and the transitional nature of living with the disease: A qualitative study in Argentina

The span of kidney failure (KF) has been extended by advances in treatment. To elucidate the lived experiences of people with KF, we draw on Glaser and Strauss's theory of status passage. Semi-structured interviews were conducted with 50 patients with KF and 14 health professionals, from two healthcare facilities in Buenos Aires, Argentina. The theory informed on the temporal dimensions of people's passages and dimensions related to what actors know of this passage. We described the status passage as a sequence of transitions (starting dialysis, receiving a transplant, returning to dialysis) that have devastating effects on patient's roles, and are accompanied with fear and experience of wasting time. Temporal aspects were crucial and planning was useless; indeed, timing of statuses was uncertain. With a transplant, certain roles and capacities could be regained. Some patients were not aware of the chronic nature of the disease and the ultimate reversibility of the transplant. Control over the passage was minimal because of the unpredictable prognosis of the disease but patients employed strategies to regain it. Control was even more limited for people who migrated to receive a treatment; whose lives were completely altered. Status passage theory signaled the overwhelming impact of the passage on all aspects of people's lives, the uncertainty of the transitions, lack of control and awareness of essential aspects, and unexpected aspects of desirability, adding to our understanding of how people experience this disease and its treatments.

A longitudinal study of educational needs among patients with inflammatory arthritis

INTRODUCTION

Patient education is important in the follow-up and disease management for patients with chronic inflammatory arthritis. Patients' needs for education and information varies, and it is important that the education is tailored to the individual patient. Hence, the aim of this study is to investigate whether patients' educational needs change over time, and which demographic, disease-related or self-management characteristics that are associated with patients' educational needs.

METHODS

The Mann-Whitney U-test was used to study patients' longitudinal educational needs and whether their needs change over time, while multivariable linear regression analyses were used to investigate associations between patients' educational needs and demographic variables, disease-related and self-management characteristics.

RESULTS

There were no changes in patients' educational needs in the domains of managing pain, movement, feelings, arthritis process and treatment from health professionals during the study period of seven years. A small decrease in educational needs in the domains self-help measures (p-value 0.047) and support from others (p-value 0.010) was detected. The regression analyses showed that higher educational needs were associated with being female, lower educational level, shorter disease duration, and a lower level of patient activation.

CONCLUSIONS

Patients with chronic inflammatory arthritis have continual needs for patient education throughout their disease trajectory. Nurses and health care professionals must therefore ask their patients what kind of education they need at every follow-up throughout the disease course.

Specializing Nurses as An Indirect Education Program for Stoma Patients

Education programs are beneficial for patients with different chronic conditions. Prior studies have examined direct education, where information is transferred directly to patients. In contrast, in this program, information is transferred directly to nurses who become specialists and transfer education individually to patients. Hence, this paper evaluates the impact of having specialist nurses for stoma patients at hospitals, as those nurses provide healthcare to patients but also inform and educate patients about their condition and needs. The analysis uses an observational study with ostomized patients in Spain at hospitals with and without specialist nurses, and measures health service utilization and health-related quality of life (HRQL), besides performing a cost analysis and a cost-effectiveness analysis at both types of hospitals. The results show that patients with access to specialist nurses self-manage better, present lower adverse events and a better evolution of HRQL, and significantly demand more consultations with specialist nurses and less to A&E, primary care or specialists, resulting in important savings for the health system. Consequently, specializing or hiring nurses to provide indirect education to stoma patients is cost-effective and highly beneficial for patients. This type of indirect education strategy might be considered for specific conditions with low incidence or difficulties in identifying target patients or delivering information directly to them.

How can we support children, adolescents and young adults in managing chronic health challenges? A scoping review on the effects of patient education interventions

Objectives

This scoping review aims to give a comprehensive and systematic overview of published evaluations and the potential impact of patient education interventions for children, adolescents and young adults who are living with chronic illness and/or impairment loss.

Methods

Relevant literature published between 2008 and 2018 has been comprehensively reviewed, with attention paid to variations in study, intervention and patient characteristics. Arksey and O'Malley's framework for scoping studies guided the review process, and thematic analysis was undertaken to synthesize extracted data.

Results

Of the 7214 titles identified, 69 studies were included in this scoping review. Participant‐reported benefits of the interventions included less distress from symptoms, improved medical adherence and/or less use of medication, and improved knowledge. The majority of studies measuring physical activity and/or physiologic outcomes found beneficial effects. Interventions were also beneficial in terms of decreased use of urgent health care, hospitalization, visits to general practitioner and absence from school. By sharing experiences, participants had learned from each other and attained new insight on how they could manage illness‐related challenges.

Discussion

Study results corroborate previous research suggesting that different types of patient education interventions have a positive impact on children, adolescents and young adults, but research on this field is still in a starting phase. The results summed up in the current review supports the utility of patient education interventions that employ behavioural strategies tailored to the developmental needs of children, adolescents and young adults with different cultural backgrounds.