Your search found 546 results.

Descriptors:
Participation; Recruitment; African Americans; Immigration; Counties; Patient Education; Focus Groups; Diseases; Hispanic Americans; Barriers; Classification; Costs; Coding; Safety; Trust (Psychology); Reading Materials; Literacy; Spanish Speaking; Advocacy; Cultural Background; Intervention; Scientific Research

Abstract:
African Americans and Latinos are underrepresented in clinical trials. The purpose of this study was to elicit solutions to participation barriers from African Americans and Latinos. Fifty-seven adults (32 African Americans, 25 Latinos) ages 50 years and older participated. The Institute of Medicine's "Unequal Treatment" conceptual framework was used. Six racially/ethnically homogenous focus groups were conducted at five sites in three counties. Themes within groups and cross-cutting themes were identified. The NVIVO program was used for data classification. The data were reviewed for final coding and consensus. Shared solutions included addressing costs, recruiting in community contexts, conducting community and individualized patient education, and sharing patient safety information. Participants were unanimously in favor of clinical trials navigation recruitment interventions. Solutions specific to African Americans included diversifying research teams, recognizing past research abuses, and increasing community trust. Solutions specific to Latinos included providing low-literacy materials, providing Spanish-speaking clinicians and advocates, and clarifying that immigration status would neither be documented nor prevent participation. Solutions from African Americans and Latinos reflect their cultural backgrounds and historical experiences. The results suggest the importance of developing a tailored, barriers-focused navigation intervention to improve participation among diverse racial and ethnic populations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Evidence; Guidelines; Medical Education; Patients; Patient Education; Intervention; Diseases; Validity; Reliability; Cooperation; Foreign Countries; Medical Services

Abstract:
Background and purpose: The objective of this article is to create guidelines for education interventions in the management of patients ([greater than] 18 years old) with rheumatoid arthritis (RA). Methods: The Ottawa Methods Group identified and synthesized evidence from comparative controlled trials using Cochrane Collaboration methods. The group then formed an expert panel, which developed a set of criteria for grading the strength of the evidence and the recommendation. Patient-important outcomes were determined through consensus, provided that these outcomes were assessed with validated and reliable scales. Results: Sixty-four positive recommendations of clinical benefit (35 of A level and 29 of C+ level) were developed for patient education in RA. Discussion and conclusion: For the management of rheumatoid arthritis, the use of patient education is recommended by the Ottawa Panel. (Contains 2 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Nursing; Health Needs; Program Effectiveness; Stakeholders; Foreign Countries; Mental Retardation; Patients; Hospitals; Focus Groups; Role Models; Access to Health Care; Interviews; Allied Health Personnel; Caregivers; Nurses; Diseases; Patient Education; Adjustment (to Environment); Health Services; Adults

Abstract:
Background: There have been significant concerns about the care and treatment of people with intellectual disabilities (ID) when attending general hospitals, which have led to inquiries that highlight service and systems failures. One response has been the development of Learning Disability Liaison Nursing (LDLN) Services across the UK that aim to ensure that additional, specialist support is available for patients, their carers and general healthcare professionals. Methods: A mixed-methods study to investigate the impact of LDLN Services across four Scottish NHS boards was undertaken. In total, 323 referrals made over 18 months were analysed along with qualitative data drawn from interviews and focus groups with a sample of 85 participants including patients with ID (n = 5), carers (n = 16), primary care healthcare professionals (n = 39) and general hospital professionals (n = 19) and learning disability liaison nurses (n = 6). Results: The referral patterns to the four liaison nursing services closely matched the known health needs of adults with ID, with common admissions being due to neurological, respiratory and gastrointestinal issues. The LDLN role was seen to be complex and impacted on three key areas: (i) clinical patient care; (ii) education and practice development; and (iii) strategic organisational developments. Specific patient outcomes were linked to issues relating to capacity and consent to treatment, fostering person-centred adjustments to care, augmenting communication and the liaison nurses acting as positive role models and ambassadors for people with ID. Conclusions: The LDLN Services were valued by stakeholders by achieving person-centred outcomes. With their expert knowledge and skills, the liaison nurses had an important role in developing effective systems and processes within general hospital settings. The outcomes highlight the importance of supporting and promoting LDLN Services and the challenges in delivering the multifaceted elements of the role. There is a need to take account of the complex and multidimensional nature of the LDLN role and the possible tensions between achieving clinical outcomes, education and practice developments and organisational strategic initiatives. (Contains 1 figure and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Health Services; Administrator Role; Foreign Countries; Patients; Organizational Culture; Focus Groups; Mixed Methods Research; Interviews; Patient Education; Expectation; Ethnography; Interpersonal Relationship; Helping Relationship; Participative Decision Making; Likert Scales; Credibility

Abstract:
Healthcare organizations are striving to meet legislated and public expectations to include patients as equal partners in their care, and research is needed to guide successful implementation and outcomes. The current research examined the meaning of customer service as related to the culture of care relationships within a Canadian hospital in southeastern Ontario. The goals were to better understand these expectations, develop shared meanings and influence cultural change from the perspective of the organization's employees about their interactions with patients, families and work colleagues, and to generate ideas and groundswell for change. An ethnographic approach within the critical research paradigm was used over the course of a three phase study, where direct care healthcare providers (Phase 1), mid-level leaders (Phase 2) and senior leaders (Phase 3) volunteered to explore their values, philosophies and suggestions for change in the organization's care relationships. This paper describes Phase 2 of the overall research project. A mixed methodology was used where mid-level leaders were individually surveyed and then participated in a focus group and/or interview to discuss these concepts. Mid-level leaders indicated that providing excellent customer service was important in their own work with many customers including staff, patients and their families, students, volunteers and outside agencies. They believed that this in turn led to improved partnerships for care, health service transitions and linkages, customer satisfaction and health outcomes. The majority stated that the organization's culture would support change related to customer service relationships and opportunities for this were explored. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (174K) |  More Info:
Help Find in a Library

Descriptors:
Program Effectiveness; Chronic Illness; Quality of Life; Residential Programs; Child Health; Youth; Resident Camp Programs; Human Body; Patient Education; Knowledge Level; Adolescents; Health Promotion

Abstract:
In order to foster effective transitions to adulthood, it is necessary for youths with chronic healthcare conditions to have access to training and support. When the condition is one that is rare and potentially stigmatizing such as incontinence, these opportunities can be difficult to find locally. Camps and special weekends have been used to provide training and support to youth with various rare chronic conditions. However, the impact of these programs has not often been measured within the context of facilitation of health-related independence or quality of life issues. A study of the impact of a one-week residential program on 89 youth with bowel and/or bladder dysfunction was conducted to determine if significant, lasting change was effected in these areas. While no statistically significant impact was found on the larger constructs, the health-related independence domain of "Knowledge of Your Condition" and the quality of life domain of "Self" were significantly impacted and was sustained 2-4 months after the program. Implications for programs for this and other populations with chronic illness are discussed. (Contains 11 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (104K)

Descriptors:
Evidence; Patient Education; Health Education; Mythology; Nutrition; Young Adults; Older Adults; Cognitive Psychology; Misconceptions; Nutrition Instruction; Aging (Individuals); Schemata (Cognition); Cognitive Processes

Abstract:
Medical myth-busting is a common health education strategy during which a health educator highlights common misconceptions about health and then presents evidence to refute those misconceptions. Whereas this strategy can be an effective way to correct faulty health beliefs held by young adults, research from the field of cognitive psychology suggests that normal age-related changes in cognition may diminish the educational efficacy of medical myth-busting for older adults. In the coming years, health educators are going to have increasing numbers of older adult clients. Although health educators are often trained to understand how age-related disease processes affect older adult clients' ability to learn and remember, currently there is little emphasis placed on teaching health educators how normal aging impacts their clients' cognition. We hope that by detailing how normal cognitive aging can reduce the efficacy of a common patient education strategy, we motivate health educators to learn more about how their clients' normal age-related changes in cognition might demand modified educational approaches. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (107K) |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Expertise; Patient Education; Education Courses; Nurses; Patients; Content Analysis; Physicians; Distance Education; Teaching Methods; Models; Investigations; Chronic Illness; Recognition (Psychology); Foreign Countries; Counseling; Self Management

Abstract:
Purpose: The aim of this study was to describe nurses' and other health care professionals' views about their patient education skills and how to develop them. Design/methodology/approach: The data for the study were collected from the participants of the online education course on patient education. The data were analyzed using qualitative content analysis. Findings: The results show that, in the experience of health care professionals, it is important to make a shift from the professional-led education and counselling towards an education relationship in which the professional and the patient are equals and represent different kinds of expertise and to develop patient education towards patient-centredness supporting the patients' self-management. Research limitations/implications: The sample used in the research is small. Practical implications: The participants in this study experienced that, as patient educators, it is necessary for them to acknowledge their own abilities, beliefs and values in order to be able to develop their patient education skills. This is noteworthy because appreciating and acknowledging the importance of reflection is one prerequisite for the paradigm shift from the traditional patient education model towards patient-centred education. Consequently, it is important to investigate further the best ways of facilitating the development of health care professionals' skills with regard to patient-centred education. Originality/value: The study showed that, through education and training, health care professionals can recognize the need to develop their patient education towards patient-centredness. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Patient Education; Rural Areas; Hospitals; Nursing; Patients; Phenomenology; Nurses; Culturally Relevant Education; Interviews; Chronic Illness

Abstract:
Patient education is a crucial aspect of nursing practice, but much of the research about it is quantitative and has been conducted in urban medical centers. These urban-based studies have limited utility for nurses working in rural hospitals where the populations they serve often have unique and challenging health contexts and cultures. Since rural residents value knowledge that comes from within their own culture, we used phenomenology and hermeneutics to learn from patients about their experiences of receiving patient education in rural hospitals. Fifteen patients, 7 females and 8 males from 4 rural hospitals participated in non-structured, audio-recorded interviews where we asked them to describe their experiences of receiving patient education. The findings emphasize the need for patients to receive patient education in ways that help them be self-reliant. The findings also suggest the need to involve family members as co-educators when providing patient education to patients hospitalized for familial chronic illnesses. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Patient Education; Nurses; Patients; Cognitive Psychology; Metacognition; Health Services; Daily Living Skills; Adult Education; Health Education; Empowerment; Teaching Methods

Abstract:
This article is intended as a clear and practical introduction to use of a scientific perspective on embodied learning. It looks to embodied cognition and embodied cognitive science to explore education for self-care. The author presents a neurobiologic understanding of embodied learning to bridge adult education to the science-driven world of health care. She shares a well-studied pedagogy of embodied education that can be applied to develop embodied patient education. Finally, she suggests a vision of patient education sourced in personal embodied awareness as a most appropriate means of achieving truly empowered patients capable of self-care. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Patient Education; Communication Research; Interaction Process Analysis; Physicians; Psychiatry; Interaction; Profiles; Nonparametric Statistics; Body Weight; Medical Education; Graduate Students; Comparative Analysis; Feedback (Response); Physician Patient Relationship; Interpersonal Communication

Abstract:
Objective: The authors quantitatively examined differences in psychiatric residents' and attending physicians' communication profiles and voice tones. Methods: Audiotaped recordings of 49 resident-patient and 35 attending-patient medication-management appointments at four ambulatory sites were analyzed with the Roter Interaction Analysis System (RIAS). Nonparametric tests were used to compare differences in proportions of speech devoted to relationship-building, activating, and partnering in decision-making processes, and data-gathering/counseling/patient education. Differences in affect expressed by psychiatrists' voice tones were also examined. Results: Residents' visits were twice as long as Attendings' visits (28.2 versus 14.1 minutes), and residents devoted a significantly greater proportion of their talk to relationship-building (23% versus 20%) and activating/partnering (36% versus 28%) aspects of communication, whereas Attendings devoted a greater proportion to biomedically-related data-gathering/counseling/patient education (31% versus 20%). Analysis of voice tones revealed that residents were perceived as sounding significantly friendlier and more sympathetic, versus Attendings, who were rated as sounding more dominant and rushed. Conclusion: These findings show distinct communication profiles and voice-tone differences. Future psychiatric communication research should address the influence of appointment length, psychiatrist/patient characteristics, and other potential confounders on psychiatrist-patient communication. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website