A Web-based patient information system--identification of patients' information needs

Promoting parental education of infants hospitalized in a children's hospital in Tabriz, Iran: a best practice implementation project

INTRODUCTION

Parents of infants admitted to hospital have high information needs. A good educational program will improve the outcomes and communication needs of these parents. Results from some studies have shown that patient education in Iran is inappropriate and should be improved.

OBJECTIVES

The aim of this evidence implementation project was to evaluate the current practice and implement the best practice related to promoting patient education in a children's hospital in Tabriz, Iran.

METHODS

A clinical audit was undertaken using the Joanna Briggs Institute Practical Application of Clinical Evidence System tool. Eight audit criteria that represent the best practice recommendations for patient education were used. A baseline audit was conducted followed by implementing multiple strategies, and the project was finalized with a follow-up audit to determine a change in practice.

RESULTS

Significant improvements in the follow-up audit in comparison with the baseline audit were as follows: evaluation of patient learning has been undertaken to determine met and unmet needs (from 65 to 77%); patients' learning needs, readiness to learn, and their learning style have been assessed before the implementation of an educational initiative (from 55 to 66%); and educational resources in different formats (e.g., written handouts, brochures, and links to online materials) are available in the ward (from 33 to 77%). Strategies that were implemented to achieve change in practice included conducting workshops and conferences, determining a trained nurse as responsible for educating parents, training in discharge time, the presentation of educational films daily, conducting group training, and installing related posters in the department and patient's room. The other five criteria were less compliant with best practice in the follow-up audit rather than the baseline audit; however, all of them except one (Criterion 3) were still up to 75% compliant, which is considered excellent by the audit team.

CONCLUSION

The follow-up audit results indicated an improvement in providing parental education. It can be concluded that these interventions can facilitate the implementation of evidence into clinical practice.

Waiting for Cardiac Surgery—Support Experienced by Next of Kin

Background: Next of kin (NoK) play a crucial role for patients waiting for cardiac surgery.

Aim: To describe experience of support, in the form of important events, by next of kin while their intimates were waiting for a heart operation.

Methods: The design was qualitative and the “critical incident” technique was used. Incidents were collected via interviews with 23 next of kin to patients waiting for heart surgery and the informants were chosen by the patient themselves.

Findings: In all, 224 important events, both positive and negative, were identified in the interviews and two main areas emerged in the analysis: internal factors and external factors. Positive internal factors were associated with finding strength, whereas negative factors were associated with uncomfortable feelings. Positive external factors were associated with participating in care and receiving attention, whereas negative factors were associated with dissatisfaction with the health-care organization and failing social network.

Conclusion: This study shows that next of kin experienced positive support when they received attention and information and felt involvement in the care. An important implication for the health-care professionals and public authorities is the understanding of the experience of support expressed by next of kin, to provide them with optimal information and support.

The university library: incubation center of research innovation literacy

Purpose

The purpose of this paper is to explore why the university library should become the incubation center of research innovation literacy (RIL) competency. It states how the library develops RIL instruction and how the library impels university students to improve their independent knowledge innovation competence.

Design/methodology/approach

This paper reviews some of the research papers on information literacy (IL) instruction. Based on background analysis, it enumerates and states the methods of the effective practice of the library in RIL competency instruction.

Findings

The university library possesses the information resources and advanced web technology, owns the experience in IL instruction, and has an advantage in terms of information instruction and research environment. The university library has the ability and responsibility to practice RIL instruction.

Originality/value

This paper provides a point of view that the university library can develop the RIL instruction based on IL. The university library can play not only an important role in general courses of the university, but can also sufficiently expand the function of librarians.

A comparison of two educational interventions for the cognitive empowerment of ambulatory orthopaedic surgery patients

OBJECTIVE

The aim of this study was to compare the cognitive empowerment of ambulatory orthopaedic surgery patients when using Internet-based education (experiment) in contrast to face to face education conducted by a nurse (control).

METHODS

Elective ambulatory orthopaedic surgery patients were randomized to either an experiment group (n = 72) receiving Internet-based education, or to a control group (n = 75) receiving face-to-face education with a nurse. The data were collected at three different time points: before the preoperative education session, after preoperative education and 2 weeks after the operation. Three structured instruments were used: the Knowledge Test, the Sufficiency of Knowledge and the Orthopaedic Patient Knowledge Instrument.

RESULTS

Patients in both groups showed improvement in their knowledge. However, patients who received Internet-based education improved their knowledge level significantly more in the ethical (p = 0.005) and functional (p = 0.023) dimensions and also in total (p = 0.033) than those patients who underwent face-to-face education with a nurse. In addition, patients in the experiment group had higher scores in sufficiency of knowledge in the experiential (p = 0.050) and financial (p = 0.048) dimensions and, moreover, their scores in sufficiency of knowledge in the ethical dimension improved significantly more (p = 0.008) during the study period than patients in the control group.

CONCLUSION

Improvements in the patients' level and sufficiency of knowledge within both groups indicates an increase in patients' cognitive empowerment.

PRACTICE IMPLICATIONS

Internet-based education can be used in ambulatory orthopaedic surgery patient education for increasing patients' cognitive empowerment.

Discharge Knowledge and Concerns of Patients Going Home With a Wound

PURPOSE

To examine patients' wound care knowledge and concerns prior to discharge from an acute care hospital.

DESIGN

Comparative descriptive study of patients with wounds.

SETTING AND SUBJECTS

Participants (N = 76) included 17 men and 59 women who were African American (n = 33, 43.4%) or Caucasian (n = 43, 56.6%) and ranged in age from 20 to 83 years (M = 48, SD = 13). There were 67 persons with acute wounds and 9 with chronic wounds. All were scheduled to be discharged home from a large urban acute care hospital.

INSTRUMENTS

The questionnaire for this study included the following sections: Demographic, Admission and Discharge, Health, Wound Care, Beliefs about Wounds and their Care, Pain and Wounds, Literacy and Learning, and Discharge Concerns.

RESULTS

Participants' greatest concerns about going home were: (1) how active to be at home, (2) wound pain, (3) looking for wound complications, and (4) watching for wound infection. Many participants did not know the dressing (38.2%) or solution to cleanse the wound (58.7%) at home. Most had taken care of a wound before (67.1%), could see (68.4%) and reach (69.7%) the wound, and had looked at it (64.5%) during the hospitalization. Patients with acute and chronic wounds did not differ significantly in their concerns about their wound or their fear of taking care of their wound. Participants generally had appropriate knowledge about wounds and hand washing, nutrition, going out of the home, and cigarette smoking. They had incorrect information about drying out wounds and leaving them open to breathe the air. The majority of patients with chronic wounds preferred getting answers to questions about their wound and its care from their physician followed by their clinic and family/friends. Patients with acute wounds overwhelmingly chose their physician as a source of information about their wound and its care, followed by calling a nurse at the hospital and using the Internet.

CONCLUSIONS

Patients were able to verbalize their concerns about going home with a wound. Concerns about discharge may help to direct patient teaching in preparation for discharge. Teaching literature could include the most common concerns, as well as ways to avoid misinformation about wound care. Discharge teaching needs to begin early so that patients feel they have adequate time to learn and ask questions. Further research is needed about patients' wound care knowledge and discharge concerns.

Developing a Web-Based Education and Counseling Program for Heart Failure Patients

This paper describes a 2-phase method utilized to develop and evaluate the feasibility of a Web-based program targeted to the specific learning needs of elderly patients with heart failure. In the first phase, informational resources specific to the needs of elderly patients were identified using aspects of participant-focused research. Data from 69 patients were obtained through a structured interview and later reviewed with health care providers and patient representatives. Items deemed important by the patients and health care providers were incorporated into the Internet-based program that was drafted for the study. The second phase of the process entailed obtaining data to support the acceptability and feasibility of the intervention by providing 12 patient volunteers access to the Internet-based program that was developed. After 2 weeks, the authors contacted the volunteers and asked them about their experiences with accessing and navigating the Web page. The authors found that elderly persons with limited computer skills can and will use Web resources to obtain information when given adequate instructions on how to access the Web pages.

Discharge Information Needs of Patients After Surgery

Patients who have undergone surgical procedures often have self-care concerns in their preparation for discharge from the hospital. This article examines the research literature about information needs of postoperative patients prior to their discharge. The most common concerns were the incision/wound care, pain management, activity level, monitoring for complications, symptom management, elimination, and quality of life. Because of their clinical knowledge of the perioperative experience, wound, ostomy, and continence nurses and other advanced practice nurses have a critical role in the development of discharge-educational programs for postoperative patients and caregivers. Because unmet discharge needs can contribute to poor patient outcomes and readmission, it is critical that wound, ostomy, and continence nurses, advanced practice nurses, and clinical staff nurses accurately identify patients' informational needs and find ways to meet these needs especially with the aging population, new/advanced surgical procedures, vulnerability/poverty, and literacy level of patients.

Adult surgical patients and the information provided to them by nurses: a literature review

OBJECTIVE

A literature review was conducted to explore what is already known of surgical patients' informational needs, their opinions about the provision of information and the effect of individualised information.

METHODS

Computerised searches from 1994 to March 2004 were conducted on MEDLINE, the Cochrane Database of Systematic Reviews and the Cochrane Central Register of Controlled Trials using the keywords information, surgical patient adult and nursing.

RESULTS

Findings about the provision of information and important areas for surgical patients vary from study to study. Surgical patients have specific informational needs during the peri-operative period. However, some studies showed that the patients were not given the information that they need. This is a concern because patients have to take care of themselves after discharge. Individually tailored learning and teaching strategies are needed for patients to ensure the quality and usefulness of information for patients post-discharge.

CONCLUSIONS

The results of this review confirm that information, which is tailored to individual patient needs, has an important role for surgical patients. At present there is a poor understanding of the processes that describe the detailed experiences of surgical patients in clinical care and the possibilities of empowerment through learning.

PRACTICE IMPLICATIONS

As surgical patients differ individually in their learning needs and benefit from different content and quantity of information, more emphasis should be put into evaluating and assessing these individual needs.