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Thompson DL, May EJ, Leach MJ, Smith CP, Fereday JA. Applying Learning Principles Within Parent Education: Exploring Nurses' Practice and Parents' Experiences. Patient Prefer Adherence 2023; 17:2949-2970. [PMID: 38027081 PMCID: PMC10656838 DOI: 10.2147/ppa.s426043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 10/31/2023] [Indexed: 12/01/2023] Open
Abstract
Purpose In parent-education practice nurses use Learning Principles (LPs) when helping parents to develop the knowledge and skills required to care for their children. LPs are basic precepts of learning, comprising people's beliefs, behaviors and reasoning processes. LPs underpin parents' active engagement, confidence building and decision-making, as information provided becomes usable knowledge. However, the ways nurses apply LPs in parent-education practice are poorly explained in healthcare. Likewise, descriptions of parents' learning experiences, associated with the use of LPs in nurse/parent-education interactions, are lacking. This study aimed to explore and describe nurses' perceptions and use of LPs, and parents' learning experiences in one healthcare organization. Participants and Methods Using an action research design, 25 nurses and 18 parent participants were purposively recruited across metropolitan Adelaide, Australia. Data were collected through observations and semi-structured interviews and thematically analyzed simultaneously June-December 2017. Results The LPs nurses used, and those important to parents' learning experiences created three overarching themes: 1) collaborative relationships, 2) deepening learning insights, 3) the learning environment. Despite their apparent use, nurses struggled to explicitly describe how they perceived LPs, believing their knowledge and use was sub-conscious - tacit. However, tacit knowledge hinders communication and explanation of LPs used within parent-education to other nurses. The member-checking of interview data helped to stimulate the nurses' metacognition (thinking about their thinking), unlocking their LPs awareness. Conclusion Nurses used LPs in practice but their knowledge was tacit. Through metacognition, nurses started to recognize the ways LPs influenced their practice and parents' learning capabilities. Increasing healthcare constraints, including time allowed for parent-education, require nurses to optimize their use of LPs. Future research should identify ways nurses can communicate their use of LPs, potentially enhancing parents' active learning experiences and concordance with health recommendations.
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Affiliation(s)
- Deryn L Thompson
- Clinical and Health Sciences, University of South Australia, Adelaide, SA, Australia
| | - Esther J May
- Clinical and Health Sciences, University of South Australia, Adelaide, SA, Australia
| | - Matthew J Leach
- National Centre for Naturopathic Medicine, Southern Cross University, Lismore, NSW, Australia
| | - Colleen P Smith
- Clinical and Health Sciences, University of South Australia, Adelaide, SA, Australia
| | - Jennifer A Fereday
- Clinical and Health Sciences, University of South Australia, Adelaide, SA, Australia
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van der Kruk SR, Gunn KM, MacDougall H, Milne D, Smith K, Zielinski R. Feasibility and preliminary effectiveness of virtual reality as a patient education tool for people with cancer undergoing immunotherapy: a protocol for a randomised controlled pilot study in a regional setting. BMJ Open 2023; 13:e071080. [PMID: 37311632 DOI: 10.1136/bmjopen-2022-071080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/15/2023] Open
Abstract
INTRODUCTION Patient education is a critical component of healthcare delivery. However, medical information and knowledge are complex and can be difficult for patients and families to comprehend when delivered verbally. The use of virtual reality (VR) to convey medical information to patients may bridge this communication gap and lead to more effective patient education. It may be of increased value to those with low health literacy and levels of patient activation, in rural and regional settings. The objective of this randomised, single-centre pilot study is to examine the feasibility and preliminary effectiveness of VR as an education tool for people with cancer. The results will provide data to inform the feasibility of a future randomised controlled trial, including sample size calculations. METHODS AND ANALYSIS Patients with cancer undergoing immunotherapy will be recruited. A total of 36 patients will be recruited and randomised to one of three trial arms. Participants will be randomised 1:1:1 to receive VR, a two-dimensional video or standard care (ie, verbal communication and information leaflets). Feasibility will be assessed by recruitment rate, practicality, acceptability, usability and related adverse events. The potential impact of VR on patient-reported outcomes (ie, perceived information provision quality, knowledge about immunotherapy and patient activation) will be assessed and stratified by information coping style (ie, monitors vs blunters) whenever statistical analyses are significant. The patient-reported outcomes will be measured at baseline, post-intervention and 2 weeks post-intervention. In addition, semistructured interviews will be conducted with health professionals and participants randomised to the VR trial arm, to further explore acceptability and feasibility. ETHICS AND DISSEMINATION Ethics approval was obtained from the Greater Western Human Research Ethics Committee, New South Wales Local Health District (2022/ETH01760). Informed consent will be obtained from all participants. Findings will be disseminated via relevant conference presentations and publications in peer-reviewed journals. TRIAL REGISTRATION NUMBER ACTRN12622001473752.
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Affiliation(s)
- Shannen R van der Kruk
- Department of Rural Health, Allied Health and Human Performance, University of South Australia, Adelaide, South Australia, Australia
| | - Kate M Gunn
- Department of Rural Health, Allied Health and Human Performance, University of South Australia, Adelaide, South Australia, Australia
| | - Hamish MacDougall
- RPA Institute of Academic Surgery, Sydney Local Health District, Sydney, New South Wales, Australia
| | - Donna Milne
- Melanoma and Skin Service, Peter MacCallum Cancer Centre, Melbourne, Victoria, Australia
| | - Katherine Smith
- School of Rural Health, The University of Sydney, Orange, New South Wales, Australia
| | - Rob Zielinski
- School of Medicine, Western Sydney University, Sydney, New South Wales, Australia
- Central West Cancer Care Centre, Orange Base Hospital, Orange, New South Wales, Australia
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3
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Tuominen L, Ritmala-Castrén M, Nikander P, Mäkelä S, Vahlberg T, Leino-Kilpi H. Empowering patient education on self-care activity among patients with colorectal cancer - a research protocol for a randomised trial. BMC Nurs 2021; 20:94. [PMID: 34112154 PMCID: PMC8192040 DOI: 10.1186/s12912-021-00617-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Accepted: 05/27/2021] [Indexed: 01/04/2023] Open
Abstract
Background Chemotherapy-induced side effects may have a negative effect on nutrition intake, thus increasing the risk of malnutrition and consequently, other serious complications for patients with cancer. The prevalence of malnutrition is common among patients with colorectal cancer. Nurse-led empowering education may have a positive effect on self-care activity in this patient group. Therefore, our purpose is to develop an empowering educational nursing intervention and test its effect on self-care activation and knowledge level among patients with colorectal cancer during chemotherapy. Secondary outcomes are quality of life and risk of malnutrition. Methods An interdisciplinary expert group developed a face-to-face empowering educational intervention using teach-back method. A two-arm, single-centre, superiority trial with stratified randomisation (1:1) and pre-post measures will be used to assess the effect of the intervention compared to standard care. Patients (N = 40 + 40) will be recruited in one university hospital outpatient clinic in Finland. Eligibility criteria are adult patients diagnosed with colorectal cancer starting oral fluoropyrimidine or combination chemotherapy treatment. A registered nurse experienced in oncology will deliver the intervention 2 weeks after the first chemotherapy. Outcomes are measured before intervention (M0) and after a two-month follow-up period (M1). Discussion This study will assess whether nurse-led empowering education using teach-back method is effective on self-care activity among patients with colorectal cancer. If the intervention has a positive effect, it may be implemented into patient education in a corresponding context. Trial registration ClinicalTrials.gov: NCT04160650 Registered 12 November 2019 - retrospectively registered
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Affiliation(s)
- Leena Tuominen
- Comprehensive Cancer Center, Helsinki University Hospital, Haartmaninkatu 4, 0029, Helsinki, Finland. .,Department of Nursing Science, University of Turku
- , Joukahaisenkatu 3-5, 20014, Turku, Finland.
| | - Marita Ritmala-Castrén
- Department of Nursing Science, University of Turku
- , Joukahaisenkatu 3-5, 20014, Turku, Finland.,Department of Nursing Management, Helsinki University Hospital, Stenbäckinkatu 9, 00029, Helsinki, Finland
| | - Pia Nikander
- Department of Clinical Nutrition Therapy, Helsinki University Hospital, Tukholmankatu 8 F, 00029, Helsinki, Finland
| | - Siru Mäkelä
- Comprehensive Cancer Center, Helsinki University Hospital, Haartmaninkatu 4, 0029, Helsinki, Finland.,Medical Faculty, University of Helsinki, Haartmaninkatu 8, 00029, Helsinki, Finland
| | - Tero Vahlberg
- Department of Clinical Medicine, Biostatistics, University of Turku, Kiinamyllynkatu 10, 20520, Turku, Finland
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku
- , Joukahaisenkatu 3-5, 20014, Turku, Finland.,Turku University Hospital, Kiinamyllynkatu 4-8, 20521, Turku, Finland
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Inkeroinen S, Koskinen J, Karlsson M, Kilpi T, Leino-Kilpi H, Puukka P, Taponen RM, Tuominen R, Virtanen H. Sufficiency of Knowledge Processed in Patient Education in Dialysis Care. Patient Prefer Adherence 2021; 15:1165-1175. [PMID: 34079237 PMCID: PMC8166350 DOI: 10.2147/ppa.s304530] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Accepted: 04/21/2021] [Indexed: 11/25/2022] Open
Abstract
PURPOSE Patient education improves health and treatment adherence of patients with chronic kidney disease. However, evidence about the sufficiency of patients' knowledge processed in patient education is limited. The purpose of this study was to evaluate subjective and objective sufficiency of knowledge processed in patient education in dialysis care and treatment. PATIENTS AND METHODS A cross-sectional study design was used. The sample (n=162) comprised patients in predialysis or home dialysis. All eligible patients during the data collection timeframe (2016-2017) in two university hospital districts in Finland were invited to participate. Subjective sufficiency was evaluated with a structured questionnaire having 34 items divided into six dimensions of empowering knowledge (bio-physiological, functional, social, experiential, ethical, and financial) on a Likert scale (1=not sufficient at all, 4=very sufficient). Objective sufficiency was evaluated with a structured knowledge test with 10 items (score range 0-10, correct=1, wrong/no knowledge=0) based on the multidimensional content of patient education emphasizing bio-physiological dimension. RESULTS In subjective sufficiency of knowledge, the mean was 3.27 (SD 0.54). The bio-physiological dimension of empowering knowledge was the most sufficient (mean 3.52, SD 0.49) and the experiential the least (mean 2.8, SD 0.88). In objective sufficiency, the means ranged 5.15-5.97 (SD 2.37-2.68) among patients in different modalities of dialysis care and treatment. The least sufficient objective scores were bio-physiological and functional knowledge. The subjective and objective sufficiency did not correlate with each other. CONCLUSION Patients' knowledge, either subjective or objective, does not seem to be sufficient. Hence, attention should be paid to supporting patients with more personalized knowledge. Furthermore, the relationship between subjective and objective sufficiency needs future consideration, as their non-correspondence was a new discovery.
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Affiliation(s)
- Saija Inkeroinen
- Department of Nursing Science, University of Turku, Turku, Finland
- Correspondence: Saija Inkeroinen Department of Nursing Science, University of Turku, Turku, 20014, FinlandTel +358400760698 Email
| | - Jenni Koskinen
- Department of Nursing Science, University of Turku, Turku, Finland
- Hematology and Stem Cell Transplantation Unit, Turku University Hospital, Turku, Finland
| | - Mia Karlsson
- Kidney Center, Department of Medicine, Turku University Hospital, Turku, Finland
| | - Taina Kilpi
- Turku City Welfare, City of Turku, Turku, Finland
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, Turku, Finland
- Turku University Hospital, Turku, Finland
| | - Pauli Puukka
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Ros-Marie Taponen
- Abdominal Center Dialysis Unit, Hospital District of Helsinki and Uusimaa, Helsinki, Finland
| | | | - Heli Virtanen
- Department of Nursing Science, University of Turku, Turku, Finland
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Leino-Kilpi H, Inkeroinen S, Cabrera E, Charalambous A, Fatkulina N, Katajisto J, Sigurðardóttir ÁK, Sourtzi P, Suhonen R, Zabalegui A, Valkeapää K. Instruments for Patient Education: Psychometric Evaluation of the Expected Knowledge (EKhp) and the Received Knowledge of Hospital Patients (RKhp). J Multidiscip Healthc 2020; 13:1481-1505. [PMID: 33204098 PMCID: PMC7667700 DOI: 10.2147/jmdh.s271043] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Accepted: 09/28/2020] [Indexed: 02/01/2023] Open
Abstract
Purpose In patient education, there is a need for valid and reliable instruments to assess and tailor empowering educational activities. In this study, we summarize the process of producing two parallel instruments for analyzing hospital patients’ expectations (Expected Knowledge of Hospital Patients, EKhp) and received knowledge (Received Knowledge of Hospital Patients, RKhp) and evaluate the psychometrics of the instruments based on international data. In the instruments, six elements of empowering knowledge are included (bio-physiological, functional, experiential, ethical, social, and financial). Patients and Methods The original Finnish versions of EKhp and RKhp were tested for the first time in 2003, after which they have been used in several national studies. For international purposes, the instruments were first translated into English, then to languages of the seven participating European countries, using double-checking procedure in each one, and subsequently evaluated and confirmed by local researchers and language experts. International data collection was performed in 2009–2012 with a total sample of 1,595 orthopedic patients. Orthopedic patients were selected due to the increase in their numbers, and need for educational activities. Here we report the psychometrics of the instruments for potential international use and future development. Results Content validities were confirmed by each participating country. Confirmatory factor analyses supported the original theoretical, six-dimensional structure of the instruments. For some subscales, however, there is a need for further clarification. The summative factors, based on the dimensions, have a satisfactory internal consistency. The results support the use of the instruments in patient education in orthopedic nursing, and preferably also in other fields of surgical nursing care. Conclusion EKhp and RKhp have potential for international use in the evaluation of empowering patient education. In the future, testing of the structure is needed, and validation in other fields of clinical care besides surgical nursing is especially warranted.
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Affiliation(s)
- Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland
| | - Saija Inkeroinen
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Esther Cabrera
- School of Health Sciences, TecnoCampus, University Pompeu Fabra, Barcelona, Spain.,Department of Care Management and Social Work, Sechenov University, Moscow, Russia
| | - Andreas Charalambous
- Department of Nursing Science, University of Turku, Turku, Finland.,Nursing Department, Cyprus University of Technology, Limassol, Cyprus
| | - Natalja Fatkulina
- Department of Nursing, Klaipeda University, Klaipėda, Lithuania.,Institute of Health Sciences, Faculty of Medicine, Vilnius University, Vilnius, Lithuania
| | - Jouko Katajisto
- Department of Mathematics and Statistics, University of Turku, Turku, Finland
| | - Árún K Sigurðardóttir
- School of Health Sciences, University of Akureyri, Akureyri, Iceland.,Akureyri Hospital, Akureyri, Iceland
| | - Panayota Sourtzi
- Faculty of Nursing, National and Kapodistrian University of Athens, Athens, Greece
| | - Riitta Suhonen
- Department of Nursing Science, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland.,Welfare Division, City of Turku, Turku, Finland
| | - Adelaida Zabalegui
- Hospital Clinic of Barcelona, Barcelona, Spain.,Department of Nursing, Universitat de Barcelona, Barcelona, Spain
| | - Kirsi Valkeapää
- Department of Nursing Science, University of Turku, Turku, Finland.,Human Performance Division, Finnish Defense Research Agency, Järvenpää, Finland
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Strong A, Renaud M. Using Social Media as a Platform for Increasing Knowledge of Lung Cancer Screening in High-Risk Patients. J Adv Pract Oncol 2020; 11:453-459. [PMID: 32974070 PMCID: PMC7508250 DOI: 10.6004/jadpro.2020.11.5.2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Background Uptake in lung cancer screening for high-risk patients remains low. Eligible patients may not know that this preventive service is available and covered by insurance. Objectives The objective of this study was to explore using social media to educate patients about lung cancer screening and assess motivation to discuss lung cancer screening with health-care providers after viewing the educational program. Methods Subjects ages 55 to 77 who were current smokers or former smokers who quit in the past 15 years with a more than 30-pack-year smoking history were recruited via a Facebook advertisement. Subjects completed a demographic survey and the Lung Cancer Screening-12 (LCS-12) knowledge measure tool, watched a YouTube video about lung cancer screening, and completed the LCS-12 tool (post-test). Subjects rated their level of motivation to discuss lung cancer screening with their health-care provider. Results This study used a pre-experimental, one-group pre-test and post-test design. Scores from the pre- and post-test were analyzed using the paired t-test. Descriptive statistics were used to analyze subject self-reporting of motivation to discuss screening with their provider. The mean knowledge score of participants (n = 31) significantly increased from 5.26 to 8.19 after viewing the video (t = -5.956, p < .001). The mean motivational level (1-5) was 3.52, with a mode of 5. Conclusions A lack of knowledge regarding lung cancer screening may negatively impact the health of high-risk patients. This study suggests that social media can be used to increase knowledge of lung cancer screening. These findings demonstrate that the use of social media has a role in improving access to health information.
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Affiliation(s)
- Aimee Strong
- University of Virginia Health System, Charlottesville, Virginia
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Thompson D, Leach M, Smith C, Fereday J, May E. How nurses and other health professionals use learning principles in parent education practice: A scoping review of the literature. Heliyon 2020; 6:e03564. [PMID: 32211543 PMCID: PMC7082510 DOI: 10.1016/j.heliyon.2020.e03564] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2019] [Revised: 11/21/2019] [Accepted: 01/27/2020] [Indexed: 12/26/2022] Open
Abstract
Background Health Professionals (HPs) play an important role in supporting parents to care for their children, by facilitating parents' knowledge and skills development through parent education. This is achieved through teaching, whereby planned strategies, based on principles of how people learn, enable learning. Despite Learning Principles being the fundamental tenets of the learning process, how HPs perceive and use Learning Principles in their practice is neglected in the healthcare literature. Objective To identify, describe and map the existing literature on nurses' and HPs' perceptions and use of Learning Principles in parent education practice. Method A scoping review was performed using the Joanna Briggs Institute approach. A comprehensive search of 10 databases and the grey literature was undertaken between March and June 2017 to identify pertinent English-language publications. The search was limited to literature published between 1998 and 2017. Following a screening and inclusion criteria eligibility check, 89 articles were selected for inclusion. Results HPs' perceptions of Learning Principles were diverse, somewhat disorganised, divergent in meaning and implicit. This was until the Dimensions of Learning construct was applied to guide the analyses and mapping. This revealed that HPs, of whom 60.7% were nurses, used Learning Principles in parent education, but only referred to them in the context of Adult Learning. Enablers to HPs using Learning Principles included shared partnerships between parents and HPs, while barriers included parents' health beliefs, psychological issues and organisational assumptions about learning. Evaluation of parents' learning also represented implicit use of Learning Principles by HPs. Conclusion This scoping review is the first to examine HPs' perceptions and use of Learning Principles within parent education practice. The findings reveal a significant gap in this body of knowledge. The paucity of studies containing any explicit descriptions of Learning Principles strongly supports the need for further exploration and codification of Learning Principles, through qualitative methods, whereby a deeper understanding of what is happening in healthcare practice can be established.
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Affiliation(s)
- Deryn Thompson
- University of South Australia, North Terrace, Adelaide, 5000, Australia
| | | | | | - Jennifer Fereday
- Women's and Children's Health Network, University of South Australia, Australia
| | - Esther May
- University of South Australia, Dean Academic and Clinical Education, Health Sciences, Australia
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Shanley E, Moore Z, Patton D, Connor TO, Avsar P, Nugent L, Beeckman D. Development and psychometric evaluation of the patient knowledge of, and attitudes and behaviours towards pressure ulcer prevention instrument (KPUP). Int Wound J 2019; 17:339-350. [PMID: 31820563 DOI: 10.1111/iwj.13278] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2019] [Accepted: 11/24/2019] [Indexed: 12/11/2022] Open
Abstract
The Patient Knowledge of, and Attitude and Behaviour towards Pressure Ulcer Prevention Instrument (KPUP) was developed and validated using a two-stage prospective psychometric instrument validation study design. In Stage 1, the instrument was designed, and it is psychometrically evaluated in Stage 2. To establish content validity, two expert panels independently reviewed each item for appropriateness and relevance. Psychometric evaluation included construct validity and stability testing of the instrument. The questionnaire was administered to a convenience sample of 200 people aged more than 65 years, living independently in the community; reliability and stability were assessed by test/retest procedures, with a 1-week interval. Mean knowledge scores at 'test' were 11.54/20 (95% CI = 11.10-11.99, SD: 3.07), and 'retest' was 12.24 (95% CI = 11.81-12.66, SD: 2.93). For knowledge, correlation between the test/retest score was positive (r=. 60), attitude section-inter-item correlations ranged from r = -.31 to r = .57 (mean intraclass correlation coefficient of r = .42), and internal consistency for the retest was the same as the test (α = .41 for the eight items). For health behaviours, individual inter-item correlations for test items ranged from r = -.21 to r = .41 for the 13 standardised items. Psychometric testing of the KPUP in a sample of older persons in the community provided moderate internal consistency and general high test-retest stability.
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Affiliation(s)
- Emer Shanley
- School of Nursing and Midwifery, Royal College of Surgeons in Ireland (RCSI), Dublin, Ireland
| | - Zena Moore
- School of Nursing and Midwifery, Royal College of Surgeons in Ireland (RCSI), Dublin, Ireland.,Skin Wounds and Trauma (SWaT) Research Centre, Royal College of Surgeons in Ireland (RCSI), Dublin, Ireland.,Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia.,Department of Public Health, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium.,Lida Institute, Shanghai, China.,Cardiff University, Cardiff, UK
| | - Declan Patton
- School of Nursing and Midwifery, Royal College of Surgeons in Ireland (RCSI), Dublin, Ireland
| | - Tom O Connor
- School of Nursing and Midwifery, Royal College of Surgeons in Ireland (RCSI), Dublin, Ireland
| | - Pinar Avsar
- School of Nursing and Midwifery, Royal College of Surgeons in Ireland (RCSI), Dublin, Ireland
| | - Linda Nugent
- School of Nursing and Midwifery, Royal College of Surgeons in Ireland (RCSI), Dublin, Ireland
| | - Dimitri Beeckman
- School of Nursing and Midwifery, Royal College of Surgeons in Ireland (RCSI), Dublin, Ireland.,Skin Integrity Research Group (SKINT), Department of Public Health and Primary Care, Faculty of Medicine and Health Sciences, University Centre for Nursing and Midwifery, Ghent University, Ghent, Belgium.,School of Health Sciences, Örebro University, Örebro, Sweden.,Research Unit of Plastic Surgery, Department of Clinical Research, Faculty of Health Sciences, University of Southern Denmark, Odense, Denmark.,School of Nursing and Midwifery, Monash University, Melbourne, VIC, Australia
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Rodger S. Evaluating sexual function education for patients after a spinal cord injury. ACTA ACUST UNITED AC 2019; 28:1374-1378. [PMID: 31778344 DOI: 10.12968/bjon.2019.28.21.1374] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
AIM this article shares findings from a service evaluation exploring the views of patients relating to the specialist sexual function education and information provided following a spinal cord injury. BACKGROUND education optimises patients' involvement in their own decision-making and care processes, with the aim of promoting adherence to agreed plans, reducing the risks of post-injury complications, promoting independence and improving quality of life. Sexual function is a well-known quality-of-life indicator and it has been widely documented that it is not well addressed following spinal cord injury. A previous service evaluation exploring education provided to patients with spinal cord injury identified the need for improved provision of sexual function education/information. As a result, weekly 1-hour sessions focused on sexual function for up to three patients of the same sex were held, facilitated by a clinical nurse specialist. The sessions had an open forum structure. They were initially designed to discuss thoughts and feelings around intimacy and sex after a spinal cord injury, but focused on group members' requests. In addition, patients were offered a one-to-one session where the 'mechanics' of sex could be discussed in further detail. DESIGN AND METHODS a service evaluation used a questionnaire survey to collect data from a purposive convenience sample of spinal cord injury patients. Data were collected between July and September 2018. Participants completed a locally designed paper questionnaire, which included Likert-style questions and space to add free text comments. Descriptive analysis of the data was used. RESULTS survey results suggest that the newly formed sexual function education session is positively evaluated in terms of usefulness and all attendees to date would recommend this session to other patients. CONCLUSIONS AND RECOMMENDATIONS following completion of data analysis, findings will inform the further development of sexual function education, with a particular focus on tailoring it to the patient and reducing the stigma around talking about sex.
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Affiliation(s)
- Sian Rodger
- Clinical Nurse Specialist, London Spinal Cord Injury Centre, Royal National Orthopaedic Hospital, Stanmore, London
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10
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Pancorbo-Hidalgo PL, Bellido-Vallejo JC. Psychometric Evaluation of the Nursing Outcome Knowledge: Pain Management in People with Chronic Pain. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16234604. [PMID: 31766312 PMCID: PMC6926491 DOI: 10.3390/ijerph16234604] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/23/2019] [Revised: 11/17/2019] [Accepted: 11/18/2019] [Indexed: 12/27/2022]
Abstract
Pain has a major impact on health and quality of life. Since the level of knowledge of painful conditions can influence how these are addressed and managed, assessing this knowledge in patients becomes crucial. As a result, it is necessary to have culturally adapted and validated instruments that specifically measure patients' knowledge of chronic pain management. The objective of this study was to carry out the Spanish cultural adaptation and the validation of the outcome Knowledge: Pain Management of the Nursing Outcomes Classification (NOC) in patients with chronic pain, defined as extent of understanding conveyed about causes, symptoms, and treatment of pain. A three-stage study was designed: 1) translation and cultural adaptation through an expert panel, 2) content validation, 3) clinical validation. This study provides nurses with a Spanish version of this scale adapted to their context, as well as a set of structured indicators to measure patients' knowledge about chronic pain. The results indicated that the culturally adapted Spanish version of the outcome Knowledge: Pain Management had a high level of content validity (CVI = 0.92), with 27 indicators being distributed between two factors. This version has been shown to be reliable in terms of inter-observer agreement (κ = 0.79) and internal consistency (α = 0.95). In conclusion, Knowledge: Pain Management has been shown to be reliable and valid to measure knowledge of chronic pain.
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Affiliation(s)
- Pedro Luis Pancorbo-Hidalgo
- Department of Nursing, Faculty of Health Sciences, University of Jaén, Campus Las Lagunillas, s/n, 23071 Jaén, Spain;
| | - José Carlos Bellido-Vallejo
- Department of Nursing, Faculty of Health Sciences, University of Jaén, Campus Las Lagunillas, s/n, 23071 Jaén, Spain;
- Jaén University Hospital, Avenida del Ejército Español 10, 23007 Jaén, Spain
- Correspondence: ; Tel.: +34-676-179-283
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Abstract
BACKGROUND Spine surgery patients have difficulty comprehending the patient education aimed at preparing for surgery. PURPOSE To assess the effect of a specific preoperative education approach (Knowledge Test Feedback Intervention, KTFI) on patients' verbal and visual understanding of their surgery. METHODS In this randomized controlled trial, the intervention group (n = 50) went through the KTFI and routine education, whereas the control group (n = 50) received only routine patient education. Written description of the surgical procedure and drawing of incision were used as outcome measures at baseline, at hospitalization, at discharge, and 3 and 6 months after surgery. RESULTS At baseline, half of the participants showed verbal and visual understanding of their surgery. During follow-up, understanding improved significantly with no statistically significant differences between the groups. CONCLUSION Spinal stenosis patients' understanding of their surgical procedure is imperfect. Patient educators need to ensure patient learning by evaluating comprehension outcomes.
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Rodger S, Bench S. Education provision for patients following a spinal cord injury. ACTA ACUST UNITED AC 2019; 28:377-381. [DOI: 10.12968/bjon.2019.28.6.377] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Affiliation(s)
- Sian Rodger
- Clinical Nurse Specialist, London Spinal Cord Injury Centre, Royal National Orthopaedic Hospital, Stanmore, London
| | - Suzanne Bench
- Associate Professor of Nursing, Royal National Orthopaedic Hospital and London South Bank University
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13
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Berger O, Grønberg BH, Loge JH, Kaasa S, Sand K. Cancer patients' knowledge about their disease and treatment before, during and after treatment: a prospective, longitudinal study. BMC Cancer 2018; 18:381. [PMID: 29614997 PMCID: PMC5883273 DOI: 10.1186/s12885-018-4164-5] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2017] [Accepted: 02/23/2018] [Indexed: 12/13/2022] Open
Abstract
BACKGROUND Knowledge about disease and treatment is necessary before patients can consent to treatment. One of the few established instruments for evaluating whether sufficient information has been provided, is the EORTC QLQ-INFO25 questionnaire which was developed to measure how patients perceive information. The aim of this study was to investigate whether cancer patients' level of knowledge about their disease and treatment was associated with their perception of and satisfaction with the information. METHODS Breast cancer patients referred for adjuvant chemotherapy and prostate cancer patients referred for curative radiotherapy were included. Level of knowledge about their disease and treatment was measured using study-specific questionnaires. Patients' perception of and satisfaction with the received information was assessed using EORTC QLQ-INFO25. Assessments were done before the first consultation with an oncologist (T1), after the consultation (T2) and 8 weeks after start of treatment (T3). RESULTS Ninety eight patients were enrolled. Patients with higher education, daily Internet access and in paid employment had the highest baseline knowledge scores. The mean knowledge score increased significantly (T1: 16.4; T2: 20.8; T3: 21.3; p < 0.001.). During the same period, the patients reported on the INFO25 a significant, positive increase in how much information they had received, and that they were more satisfied with the information. CONCLUSIONS Patients' knowledge increased significantly during the study period, and they reported that they felt better informed and were more satisfied with the information, suggesting that EORTC QLQ-INFO25 might be used to evaluate cancer patients' level of knowledge about their disease and treatment. TRIAL REGISTRATION ClinicalTrials.gov identifier: NCT01699672 . Date of registration: September 21, 2012.
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Affiliation(s)
- Ola Berger
- Department of Clinical and Molecular Medicine, Faculty of Medicine and Health Sciences, NTNU, Norwegian University of Science and Technology, N-7491, Trondheim, Norway.,Cancer Clinic, St. Olavs hospital, Trondheim University Hospital, Trondheim, Norway
| | - Bjørn Henning Grønberg
- Department of Clinical and Molecular Medicine, Faculty of Medicine and Health Sciences, NTNU, Norwegian University of Science and Technology, N-7491, Trondheim, Norway.,Cancer Clinic, St. Olavs hospital, Trondheim University Hospital, Trondheim, Norway
| | - Jon Håvard Loge
- European Palliative Care Research Centre (PRC), Department of Oncology, Oslo University Hospital and Institute of Clinical Medicine, University of Oslo, Oslo, Norway.,Institute of Basic Medical Sciences, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Stein Kaasa
- Department of Clinical and Molecular Medicine, Faculty of Medicine and Health Sciences, NTNU, Norwegian University of Science and Technology, N-7491, Trondheim, Norway.,European Palliative Care Research Centre (PRC), Department of Oncology, Oslo University Hospital and Institute of Clinical Medicine, University of Oslo, Oslo, Norway
| | - Kari Sand
- Department of Clinical and Molecular Medicine, Faculty of Medicine and Health Sciences, NTNU, Norwegian University of Science and Technology, N-7491, Trondheim, Norway. .,Cancer Clinic, St. Olavs hospital, Trondheim University Hospital, Trondheim, Norway.
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Hews‐Girard J, Guelcher C, Meldau J, McDonald E, Newall F. Principles and theory guiding development and delivery of patient education in disorders of thrombosis and hemostasis: Reviewing the current literature. Res Pract Thromb Haemost 2017; 1:162-171. [PMID: 30046686 PMCID: PMC6058256 DOI: 10.1002/rth2.12030] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2017] [Accepted: 06/25/2017] [Indexed: 01/14/2023] Open
Abstract
Prior work regarding patient education has identified the importance of using learning theory and educational models to develop and deliver content that will improve patient outcomes. Current literature appears to examine implementation of teaching strategies without clear identification of educational principles. This review aimed to identify educational principles and theory currently utilized in the planning and delivery of patient education in disorders of thrombosis and hemostasis. The majority of articles reviewed evaluated the impact of educational interventions on patient outcomes; links between educational principles and changes in outcomes was lacking. Few articles clearly referenced theory in development of patient education; fewer focussed on the population of interest. The lack of literature demonstrates the need for multi-center collaborative research aimed at generation of an improved level of evidence regarding the most effective theoretical framework for the development, delivery and evaluation of patient education for patients with disorders of thrombosis and hemostasis. Once a theoretical framework for patient education is developed and tested, the unique contribution of patient education to both knowledge and clinical outcomes can be robustly evaluated.
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Affiliation(s)
- Julia Hews‐Girard
- Foothills Medical CenterSouthern Alberta Rare Blood and Bleeding Disorders Comprehensive Care ProgramCalgaryABCanada
| | - Christine Guelcher
- Center for Cancer and Blood DisordersChildren's National Health SystemWashingtonDCUSA
| | - Jennifer Meldau
- Hemostasis NurseCenter for Cancer and Blood DisordersChildren's Health SystemWashingtonDCUSA
| | - Ellen McDonald
- Critical Care ResearchHamilton General HospitalHamiltonONCanada
| | - Fiona Newall
- Clinical HaematologyRoyal Children's HospitalHamiltonONCanada
- Departments of Paediatrics and NursingThe University of MelbourneParkvilleVicAustralia
- Haematology ResearchMurdoch Childrens Research InstituteParkvilleVicAustralia
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Lockwood C, Oh EG. Systematic reviews: Guidelines, tools and checklists for authors. Nurs Health Sci 2017; 19:273-277. [DOI: 10.1111/nhs.12353] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2017] [Accepted: 03/21/2017] [Indexed: 12/26/2022]
Affiliation(s)
- Craig Lockwood
- The Joanna Briggs Institute; North Adelaide South Australia Australia
| | - Eui Geum Oh
- Yonsei Evidence Based Nursing Centre of Korea: A Joanna Briggs Institute Centre of Excellence College of Nursing; Yonsei University; Seoul South Korea
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Palonen M, Kaunonen M, Åstedt-Kurki P. Family involvement in emergency department discharge education for older people. J Clin Nurs 2016; 25:3333-3344. [PMID: 27218600 DOI: 10.1111/jocn.13399] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/14/2016] [Indexed: 01/10/2023]
Abstract
AIMS AND OBJECTIVES To report findings concerning family involvement in emergency department discharge education for older people. BACKGROUND The current trend of population ageing in Western countries has caused an increase in emergency department visits. Due to the continuing improvement in the mental and physical status of older people, they are frequently discharged home. Proper discharge education enables older people and their families to better understand how they can cope with the medical issue at home. Given the lack of research, we know relatively little about the significance of family involvement in older people's emergency department discharge education. DESIGN A descriptive qualitative design was used. METHODS Qualitative thematic interviews of seven older patients, five family members and fifteen nurses were conducted. Data were analysed using content analysis. RESULTS Family involvement in discharge education was seen as turbulent. The experiences were twofold: family involvement was acknowledged, but there was also a feeling that family members were ostracised. Families were seen as a resource for nurses, but as obliged initiators of their own involvement. CONCLUSIONS Our findings suggest that family members are not considered participants in emergency department care. For a family-friendly approach, actions should be taken on both individual and organisational levels. RELEVANCE TO CLINICAL PRACTICE The findings support healthcare providers and organisation leaders in promoting family involvement in discharge education for older people. Families can be encouraged to be involved without feeling responsible for the interaction.
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Affiliation(s)
- Mira Palonen
- School of Health Sciences, University of Tampere, Tampere, Finland.
| | - Marja Kaunonen
- School of Health Sciences, University of Tampere, Tampere, Finland.,Pirkanmaa Hospital District, General Administration, Tampere, Finland
| | - Päivi Åstedt-Kurki
- School of Health Sciences, University of Tampere, Tampere, Finland.,Pirkanmaa Hospital District, General Administration, Tampere, Finland
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Siekkinen M, Kesänen J, Vahlberg T, Pyrhönen S, Leino-Kilpi H. Randomized, controlled trial of the effect of e-feedback on knowledge about radiotherapy of breast cancer patients in Finland. Nurs Health Sci 2014; 17:97-104. [PMID: 25417545 DOI: 10.1111/nhs.12175] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2014] [Revised: 07/28/2014] [Accepted: 09/10/2014] [Indexed: 12/20/2022]
Abstract
The growing number of women with breast cancer and their unmet knowledge expectations of radiotherapy pose a challenge to develop effective electronic patient education. Development efforts should be focused on e-feedback on knowledge because of its positive effects. In this study, we evaluated how an e-feedback knowledge intervention (e-Re-Know) before first radiotherapy improves breast cancer patients' knowledge of radiotherapy and identified the associations with patients' characteristics. Women with breast cancer (n = 128) were randomized prior to the radiotherapy period either to the intervention group or control group. The outcome measured three months after the radiotherapy period was knowledge level of radiotherapy. The increase in knowledge level was higher in the intervention group after adjustment for baseline knowledge level, and a significantly higher increase in knowledge level was seen in one subdomain, side-effect self-care, compared to the control group. The results of this study indicate that the e-Re-Know can be used in patient education to support empowerment. Future research should target new applications of e-Re-Know available on the Internet for those interested in the subject.
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Affiliation(s)
- Mervi Siekkinen
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Jukka Kesänen
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Tero Vahlberg
- Department of Biostatistics, University of Turku, Turku, Finland
| | - Seppo Pyrhönen
- Department of Oncology and Radiotherapy, University of Turku, Turku, Finland
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