Pub Date : 2024-12-04DOI: 10.1016/j.pec.2024.108599
Mir A Basir, Siobhan M McDonnell, Ruta Brazauskas, U Olivia Kim, S Iqbal Ahamed, Jennifer J McIntosh, Kris Pizur-Barnekow, Michael B Pitt, Abbey Kruper, Steven R Leuthner, Kathryn E Flynn
Objective: Evaluate the effect of fathers' participation in the Preemie Prep for Parents (P3) program on maternal learning and fathers' preterm birth knowledge.
Methods: Mothers with preterm birth predisposing medical condition(s) enrolled with or without the baby's father and were randomized to the P3 intervention (text-messages linking to animated videos) or control (patient education webpages). Parent Prematurity Knowledge Questionnaire assessed knowledge, including unmarried fathers' legal neonatal decision-making ability.
Results: 104 mothers reported living with the baby's father; 50 participated with the father and 54 participated alone. In the P3 group, mothers participating with the father (n = 33) had greater knowledge than mothers participating alone (n = 21), 85 % correct responses vs. 76 %, p = 0.033. However, there was no difference in knowledge among the control mothers, 67 % vs. 60 %, p = 0.068. P3 fathers (n = 33) knowledge scores were not different than control fathers (n = 17), 77 % vs. 68 %, p= 0.054. Parents who viewed the video on fathers' rights (n = 58) were more likely than those who did not (n = 96) to know unmarried fathers' legal inability to decide neonatal treatments, 84 % vs. 41 %, p < 0.001.
Conclusions: Among opposite-sex cohabitating couples, fathers' participation in the P3 program enhanced maternal learning.
Practice implications: The P3 program's potential to educate fathers may benefit high-risk pregnancies.
{"title":"Effect of fathers in Preemie Prep for Parents (P3) program on couple's preterm birth preparedness.","authors":"Mir A Basir, Siobhan M McDonnell, Ruta Brazauskas, U Olivia Kim, S Iqbal Ahamed, Jennifer J McIntosh, Kris Pizur-Barnekow, Michael B Pitt, Abbey Kruper, Steven R Leuthner, Kathryn E Flynn","doi":"10.1016/j.pec.2024.108599","DOIUrl":"10.1016/j.pec.2024.108599","url":null,"abstract":"<p><strong>Objective: </strong>Evaluate the effect of fathers' participation in the Preemie Prep for Parents (P3) program on maternal learning and fathers' preterm birth knowledge.</p><p><strong>Methods: </strong>Mothers with preterm birth predisposing medical condition(s) enrolled with or without the baby's father and were randomized to the P3 intervention (text-messages linking to animated videos) or control (patient education webpages). Parent Prematurity Knowledge Questionnaire assessed knowledge, including unmarried fathers' legal neonatal decision-making ability.</p><p><strong>Results: </strong>104 mothers reported living with the baby's father; 50 participated with the father and 54 participated alone. In the P3 group, mothers participating with the father (n = 33) had greater knowledge than mothers participating alone (n = 21), 85 % correct responses vs. 76 %, p = 0.033. However, there was no difference in knowledge among the control mothers, 67 % vs. 60 %, p = 0.068. P3 fathers (n = 33) knowledge scores were not different than control fathers (n = 17), 77 % vs. 68 %, p= 0.054. Parents who viewed the video on fathers' rights (n = 58) were more likely than those who did not (n = 96) to know unmarried fathers' legal inability to decide neonatal treatments, 84 % vs. 41 %, p < 0.001.</p><p><strong>Conclusions: </strong>Among opposite-sex cohabitating couples, fathers' participation in the P3 program enhanced maternal learning.</p><p><strong>Practice implications: </strong>The P3 program's potential to educate fathers may benefit high-risk pregnancies.</p><p><strong>Clinical trial registration: </strong>ClinicalTrials.gov, NCT04093492, https://clinicaltrials.gov/study/NCT04093492.</p>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"132 ","pages":"108599"},"PeriodicalIF":2.9,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-03DOI: 10.1016/j.pec.2024.108597
Laura A Kirk, Caitlin H Siropaides, Jijia Wang, Calvin L Chou
Objectives: Healthcare providers with low patient experience scores may provide suboptimal care and experience burnout. Communication skills training (CST) can be effective, but remedial programs may be poorly received. We aimed to create a program to support advanced practice providers (APPs) with lowest patient experience ratings.
Methods: Our communication skills program included individual and community-building support, strengths inventory, a foundational CST workshop, and coaching. Participants assessed program components and completed pre/post-intervention surveys regarding professional fulfillment, wellness, and communication self-efficacy. Provider communication during direct patient care was observed and scored pre/post CST.
Results: Participants expressed satisfaction with the overall program and would recommend it to colleagues. Participants were most receptive to program interventions of professional coaching and CST. In addition, communication skills observed during direct patient care after CST demonstrated a statistically significant positive change. There were no changes in well-being or professional fulfillment indices.
Conclusions: Relational, anti-deficit interventions, focused on anticipated participant benefit, were well-received and improved self-assessed and observed patient engagement.
Practice implications: A scaffolded approach to remediation of low patient experience scores, leveraging participant strengths and goals, yielded improvements in communicating with patients.
{"title":"Effective remediation for advanced practice providers with lowest patient experience: The power of relational resources.","authors":"Laura A Kirk, Caitlin H Siropaides, Jijia Wang, Calvin L Chou","doi":"10.1016/j.pec.2024.108597","DOIUrl":"https://doi.org/10.1016/j.pec.2024.108597","url":null,"abstract":"<p><strong>Objectives: </strong>Healthcare providers with low patient experience scores may provide suboptimal care and experience burnout. Communication skills training (CST) can be effective, but remedial programs may be poorly received. We aimed to create a program to support advanced practice providers (APPs) with lowest patient experience ratings.</p><p><strong>Methods: </strong>Our communication skills program included individual and community-building support, strengths inventory, a foundational CST workshop, and coaching. Participants assessed program components and completed pre/post-intervention surveys regarding professional fulfillment, wellness, and communication self-efficacy. Provider communication during direct patient care was observed and scored pre/post CST.</p><p><strong>Results: </strong>Participants expressed satisfaction with the overall program and would recommend it to colleagues. Participants were most receptive to program interventions of professional coaching and CST. In addition, communication skills observed during direct patient care after CST demonstrated a statistically significant positive change. There were no changes in well-being or professional fulfillment indices.</p><p><strong>Conclusions: </strong>Relational, anti-deficit interventions, focused on anticipated participant benefit, were well-received and improved self-assessed and observed patient engagement.</p><p><strong>Practice implications: </strong>A scaffolded approach to remediation of low patient experience scores, leveraging participant strengths and goals, yielded improvements in communicating with patients.</p>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"132 ","pages":"108597"},"PeriodicalIF":2.9,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-02DOI: 10.1016/j.pec.2024.108579
Louise Norman Jespersen, Kristine Zoega Mikkelsen, Signe Emilie Frederiksen, Jesper Johannesen, Dan Grabowski
Objective: The onset of childhood diabetes necessitates that the child and family quickly must learn numerous self-management tasks. Diabetes education is key to successful self-management, and established diabetes-related habits are known to be difficult to change. Hence, the initial hospital-based diabetes education and support is a distinct opportunity to optimize habits and disease management. The aim of this study is to investigate parents' experiences with the education and support provided at the hospital when a child has been newly diagnosed with type 1 diabetes.
Methods: Twenty semi-structured interviews were conducted with parents of children (0-18 years) newly diagnosed with type 1 diabetes. Inductive thematic analysis was used for data analysis.
Results: Four overarching themes, each with its own implications were identified: 1) From a feeling of uncertainty toward a sense of perceived security 2) Certainty induces calmness 3) A balanced approach to diabetes 4) Trying to learn all about diabetes in just one week. The four themes stress the families' need of immediate reassurance from the health professionals.
Conclusions and practical implications: The study sheds light on families' challenges during initial hospital-based diabetes education, offering insights for healthcare professionals to tailor support strategies and improve diabetes management.
{"title":"Understanding the parental journey: Exploring experiences, needs, and perceptions during hospitalization for children newly diagnosed with type 1 diabetes.","authors":"Louise Norman Jespersen, Kristine Zoega Mikkelsen, Signe Emilie Frederiksen, Jesper Johannesen, Dan Grabowski","doi":"10.1016/j.pec.2024.108579","DOIUrl":"https://doi.org/10.1016/j.pec.2024.108579","url":null,"abstract":"<p><strong>Objective: </strong>The onset of childhood diabetes necessitates that the child and family quickly must learn numerous self-management tasks. Diabetes education is key to successful self-management, and established diabetes-related habits are known to be difficult to change. Hence, the initial hospital-based diabetes education and support is a distinct opportunity to optimize habits and disease management. The aim of this study is to investigate parents' experiences with the education and support provided at the hospital when a child has been newly diagnosed with type 1 diabetes.</p><p><strong>Methods: </strong>Twenty semi-structured interviews were conducted with parents of children (0-18 years) newly diagnosed with type 1 diabetes. Inductive thematic analysis was used for data analysis.</p><p><strong>Results: </strong>Four overarching themes, each with its own implications were identified: 1) From a feeling of uncertainty toward a sense of perceived security 2) Certainty induces calmness 3) A balanced approach to diabetes 4) Trying to learn all about diabetes in just one week. The four themes stress the families' need of immediate reassurance from the health professionals.</p><p><strong>Conclusions and practical implications: </strong>The study sheds light on families' challenges during initial hospital-based diabetes education, offering insights for healthcare professionals to tailor support strategies and improve diabetes management.</p>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"132 ","pages":"108579"},"PeriodicalIF":2.9,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142848260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-28DOI: 10.1016/j.pec.2024.108559
Holland-Hart Daniella , Goss Silvia , Hope Isabel , Mann Mala
Objectives
This review aimed to collate evidence on the key information and communication needs of patients with advanced incurable cancer and their caregivers. It also sought to identify barriers and facilitators to communicating, understanding and receiving information, with the view of influencing improvements to future practice.
Methods
This study used a rapid review methodology. Databases were searched on the Ovid platform to identify relevant qualitative data. Methodological quality was assessed, and data extraction was completed. A thematic synthesis approach was used for data analysis.
Results
Findings from 42 articles highlighted that key information should be communicated in accordance with individual needs, including tailoring when and how information is provided. It also highlighted the need for healthcare professionals to provide adequate time, openness, and sensitivity to facilitate understanding of prognosis, treatment and care options. Barriers to receiving, communicating and understanding information relating to healthcare professionals and healthcare systems focus on inadequate time in consultations and a lack of specified point of contact. Patient level barriers included difficulties engaging with and processing challenging information, and inadequate health and death literacy. Facilitators included incremental information provision and early access to palliative care specialists.
Conclusions
Key communication and information needs identified in the review’s synthesised findings should be considered when developing communication strategies alongside the barriers and facilitators.
Practice implications
HCPs should provide patients and caregivers with bespoke support to improve their health and death literacy, and a direct point of contact. Health service training could focus on personalised and empathetic information delivery.
{"title":"The information and communication needs of patients with advanced incurable cancer: A rapid review","authors":"Holland-Hart Daniella , Goss Silvia , Hope Isabel , Mann Mala","doi":"10.1016/j.pec.2024.108559","DOIUrl":"10.1016/j.pec.2024.108559","url":null,"abstract":"<div><h3>Objectives</h3><div>This review aimed to collate evidence on the key information and communication needs of patients with advanced incurable cancer and their caregivers. It also sought to identify barriers and facilitators to communicating, understanding and receiving information, with the view of influencing improvements to future practice.</div></div><div><h3>Methods</h3><div>This study used a rapid review methodology. Databases were searched on the Ovid platform to identify relevant qualitative data. Methodological quality was assessed, and data extraction was completed. A thematic synthesis approach was used for data analysis.</div></div><div><h3>Results</h3><div>Findings from 42 articles highlighted that key information should be communicated in accordance with individual needs, including tailoring when and how information is provided. It also highlighted the need for healthcare professionals to provide adequate time, openness, and sensitivity to facilitate understanding of prognosis, treatment and care options. Barriers to receiving, communicating and understanding information relating to healthcare professionals and healthcare systems focus on inadequate time in consultations and a lack of specified point of contact. Patient level barriers included difficulties engaging with and processing challenging information, and inadequate health and death literacy. Facilitators included incremental information provision and early access to palliative care specialists.</div></div><div><h3>Conclusions</h3><div>Key communication and information needs identified in the review’s synthesised findings should be considered when developing communication strategies alongside the barriers and facilitators.</div></div><div><h3>Practice implications</h3><div>HCPs should provide patients and caregivers with bespoke support to improve their health and death literacy, and a direct point of contact. Health service training could focus on personalised and empathetic information delivery.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"131 ","pages":"Article 108559"},"PeriodicalIF":2.9,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142748471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-26DOI: 10.1016/j.pec.2024.108575
MZ Ihsan, Dony Apriatama , Pithriani, Riza Amalia
We are writing in response to the recent publication on the use of artificial intelligence, particularly ChatGPT, in generating educational materials for pediatric kidney transplant patients (Patient Education and Counseling, Volume 129, 2024). The study offers valuable insights into AI’s potential to enhance healthcare communication and patient education, specifically by streamlining the creation of materials for caregivers, adolescents, and children facing complex medical procedures[1]. As researchers working at the intersection of healthcare and technology, we would like to offer further reflections on the study’s findings, providing both constructive feedback and innovative solutions for advancing the use of AI in this field. One of the most compelling aspects of the study is the potential for ChatGPT to revolutionize patient education by significantly reducing the time and resources needed to develop educational content. The authors demonstrated that even a free version of ChatGPT allows healthcare providers to rapidly generate materials, which is particularly advantageous for overstretched healthcare systems. Additionally, the study highlights ChatGPT’s ability to bridge communication gaps in resource-limited settings by providing patients and families with accessible, personalized information about transplant procedures. We strongly support the idea that AI-driven education can democratize access to essential health information, especially in regions where medical expertise is limited. Furthermore, AI’s real-time response capabilities could enable healthcare providers to offer more interactive and tailored education, empowering patients to make informed decisions about their health.
{"title":"AI-assisted patient education: Challenges and solutions in pediatric kidney transplantation","authors":"MZ Ihsan, Dony Apriatama , Pithriani, Riza Amalia","doi":"10.1016/j.pec.2024.108575","DOIUrl":"10.1016/j.pec.2024.108575","url":null,"abstract":"<div><div>We are writing in response to the recent publication on the use of artificial intelligence, particularly ChatGPT, in generating educational materials for pediatric kidney transplant patients (Patient Education and Counseling, Volume 129, 2024). The study offers valuable insights into AI’s potential to enhance healthcare communication and patient education, specifically by streamlining the creation of materials for caregivers, adolescents, and children facing complex medical procedures[1]. As researchers working at the intersection of healthcare and technology, we would like to offer further reflections on the study’s findings, providing both constructive feedback and innovative solutions for advancing the use of AI in this field. One of the most compelling aspects of the study is the potential for ChatGPT to revolutionize patient education by significantly reducing the time and resources needed to develop educational content. The authors demonstrated that even a free version of ChatGPT allows healthcare providers to rapidly generate materials, which is particularly advantageous for overstretched healthcare systems. Additionally, the study highlights ChatGPT’s ability to bridge communication gaps in resource-limited settings by providing patients and families with accessible, personalized information about transplant procedures. We strongly support the idea that AI-driven education can democratize access to essential health information, especially in regions where medical expertise is limited. Furthermore, AI’s real-time response capabilities could enable healthcare providers to offer more interactive and tailored education, empowering patients to make informed decisions about their health.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"131 ","pages":"Article 108575"},"PeriodicalIF":2.9,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142748475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-22DOI: 10.1016/j.pec.2024.108569
Laura E. Brotzman , Jeffrey T. Kullgren , Kyra Powers , Brian J. Zikmund-Fisher
Objectives
Estimates of life expectancy can inform clinical recommendations and decisions for older adults, but many clinicians find it difficult to discuss. We interviewed primary care clinicians to identify best practices for discussing life expectancy with older adults.
Methods
Twenty-one primary care clinicians (Internal Medicine, Family Medicine, and Geriatrics) completed in-depth interviews on Zoom or by telephone. Topics included estimation and discussion of life expectancy with older patients to guide cancer screening and preventive care decisions. We transcribed, coded, and inductively analyzed interviews using a thematic analysis approach.
Results
Most clinicians recommended individualizing communication about life expectancy versus a standardized approach. Although many clinicians worry that conversations about life expectancy won’t go well, successful conversations are possible when clinicians bring humility, care, and attention to these interactions. Clinicians identified seven steps that they find effective for deciding if, when, and how to discuss life expectancy with older patients and detailed tips for using these steps in practice.
Conclusions
Clinicians can take multiple steps to optimize conversations about life expectancy to personalize medical decision making.
Practice implications
The tips and language presented provide a helpful starting point for clinicians to have conversations about life expectancy and appropriate care with older adults.
{"title":"Tips from clinicians about if, when, and how to discuss life expectancy with older adults","authors":"Laura E. Brotzman , Jeffrey T. Kullgren , Kyra Powers , Brian J. Zikmund-Fisher","doi":"10.1016/j.pec.2024.108569","DOIUrl":"10.1016/j.pec.2024.108569","url":null,"abstract":"<div><h3>Objectives</h3><div>Estimates of life expectancy can inform clinical recommendations and decisions for older adults, but many clinicians find it difficult to discuss. We interviewed primary care clinicians to identify best practices for discussing life expectancy with older adults.</div></div><div><h3>Methods</h3><div>Twenty-one primary care clinicians (Internal Medicine, Family Medicine, and Geriatrics) completed in-depth interviews on Zoom or by telephone. Topics included estimation and discussion of life expectancy with older patients to guide cancer screening and preventive care decisions. We transcribed, coded, and inductively analyzed interviews using a thematic analysis approach.</div></div><div><h3>Results</h3><div>Most clinicians recommended individualizing communication about life expectancy versus a standardized approach. Although many clinicians worry that conversations about life expectancy won’t go well, successful conversations are possible when clinicians bring humility, care, and attention to these interactions. Clinicians identified seven steps that they find effective for deciding if, when, and how to discuss life expectancy with older patients and detailed tips for using these steps in practice.</div></div><div><h3>Conclusions</h3><div>Clinicians can take multiple steps to optimize conversations about life expectancy to personalize medical decision making.</div></div><div><h3>Practice implications</h3><div>The tips and language presented provide a helpful starting point for clinicians to have conversations about life expectancy and appropriate care with older adults.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"131 ","pages":"Article 108569"},"PeriodicalIF":2.9,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-22DOI: 10.1016/j.pec.2024.108572
Lisa E.M. Davies , Hendrika A. van den Ham , Arnt F.A. Schellekens , Daphne Philbert , Marcel L. Bouvy
Objectives
This study explores patients' satisfaction with opioid education, identifies areas for improvement, and assesses differences between those more or less satisfied with their opioid education.
Methods
A cross-sectional survey of adults with prescription opioid experience. Respondents reported opioid details, demographics, and pain coping. Satisfaction with education from prescribers and pharmacy staff on opioid usage, pain relief expectations, side effects, and tapering was assessed. Open-ended questions gathered suggestions for improvement.
Results
Respondents (n = 1605) seemed more satisfied with information on opioid usage (59–80 %) and expected pain relief (46–72 %) than on side effects (50–65 %) and tapering (29–50 %). Prescriber-provided education received higher satisfaction scores than pharmacy staff-provided education, though both were valued equally (∼ 70 %). Dissatisfied respondents tended to have higher education levels, lower pain coping scores, and often ineffective opioid experiences. Qualitative analysis of the 404 respondents who indicated a need for improvement emphasised the need for clearer information on side effects, addiction risks, and tapering, and more understandable formats.
Conclusions
Opioid patient education should prioritise addressing side effects, addiction risks, and tapering at treatment initiation. The educational contributions of both prescribers and pharmacy staff are deemed important.
Practice implications
Engaging pharmacy staff, especially during repeat dispensing, can enhance patient education on opioids.
{"title":"Patient satisfaction with prescription opioid education in primary care","authors":"Lisa E.M. Davies , Hendrika A. van den Ham , Arnt F.A. Schellekens , Daphne Philbert , Marcel L. Bouvy","doi":"10.1016/j.pec.2024.108572","DOIUrl":"10.1016/j.pec.2024.108572","url":null,"abstract":"<div><h3>Objectives</h3><div>This study explores patients' satisfaction with opioid education, identifies areas for improvement, and assesses differences between those more or less satisfied with their opioid education.</div></div><div><h3>Methods</h3><div>A cross-sectional survey of adults with prescription opioid experience. Respondents reported opioid details, demographics, and pain coping. Satisfaction with education from prescribers and pharmacy staff on opioid usage, pain relief expectations, side effects, and tapering was assessed. Open-ended questions gathered suggestions for improvement.</div></div><div><h3>Results</h3><div>Respondents (n = 1605) seemed more satisfied with information on opioid usage (59–80 %) and expected pain relief (46–72 %) than on side effects (50–65 %) and tapering (29–50 %). Prescriber-provided education received higher satisfaction scores than pharmacy staff-provided education, though both were valued equally (∼ 70 %). Dissatisfied respondents tended to have higher education levels, lower pain coping scores, and often ineffective opioid experiences. Qualitative analysis of the 404 respondents who indicated a need for improvement emphasised the need for clearer information on side effects, addiction risks, and tapering, and more understandable formats.</div></div><div><h3>Conclusions</h3><div>Opioid patient education should prioritise addressing side effects, addiction risks, and tapering at treatment initiation. The educational contributions of both prescribers and pharmacy staff are deemed important.</div></div><div><h3>Practice implications</h3><div>Engaging pharmacy staff, especially during repeat dispensing, can enhance patient education on opioids.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"131 ","pages":"Article 108572"},"PeriodicalIF":2.9,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142748476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-22DOI: 10.1016/j.pec.2024.108571
Yannik Bendel , Martin Pinquart , Christian Schulz-Quach , Pia von Blanckenburg
Objectives
To investigate the effect of a) a brief video intervention and b) end-of-life (EOL) conversations with relatives on EOL communication expectations.
Methods
272 participants from the general population were randomly assigned to three different video conditions (Intervention group: Persons reporting positive EOL conversation experiences +imagination task, Control group 1: Video unrelated to EOL topics, Control group 2: Persons reporting different attitudes toward EOL conversations +imagination task). Primary outcome was negative expectations. After the videos, participants were invited to have their own conversation with a loved one in the following two months. Data were collected before (pretest) and after watching the videos (posttest) as well as at a two-months follow-up.
Results
Between pre- and posttest, negative expectations decreased significantly more in the IG compared to CG1 (b = 0.15, t = 2.08, p = .020) and CG2 (b = 0.21, t = 2.94, p = .002). Across conditions, participants having had a conversation between posttest and follow-up reported significantly stronger declines of negative expectations (b = 0.35, t = 3.54, p < .001).
Conclusions
In the short term, a brief video intervention can change expectations toward EOL communication. EOL conversations with relatives also have the potential to reduce negative expectations.
Practice Implications
Based on the findings, larger community-based interventions could be developed in order to increase EOL communication.
{"title":"Changing expectations toward end-of-life communication: An experimental investigation","authors":"Yannik Bendel , Martin Pinquart , Christian Schulz-Quach , Pia von Blanckenburg","doi":"10.1016/j.pec.2024.108571","DOIUrl":"10.1016/j.pec.2024.108571","url":null,"abstract":"<div><h3>Objectives</h3><div>To investigate the effect of a) a brief video intervention and b) end-of-life (EOL) conversations with relatives on EOL communication expectations.</div></div><div><h3>Methods</h3><div>272 participants from the general population were randomly assigned to three different video conditions (Intervention group: Persons reporting positive EOL conversation experiences +imagination task, Control group 1: Video unrelated to EOL topics, Control group 2: Persons reporting different attitudes toward EOL conversations +imagination task). Primary outcome was negative expectations. After the videos, participants were invited to have their own conversation with a loved one in the following two months. Data were collected before (pretest) and after watching the videos (posttest) as well as at a two-months follow-up.</div></div><div><h3>Results</h3><div>Between pre- and posttest, negative expectations decreased significantly more in the IG compared to CG1 (<em>b</em> = 0.15, <em>t</em> = 2.08<em>, p</em> = .020) and CG2 (<em>b</em> = 0.21, <em>t</em> = 2.94, <em>p</em> = .002). Across conditions, participants having had a conversation between posttest and follow-up reported significantly stronger declines of negative expectations (<em>b</em> = 0.35, <em>t</em> = 3.54, <em>p</em> < .001).</div></div><div><h3>Conclusions</h3><div>In the short term, a brief video intervention can change expectations toward EOL communication. EOL conversations with relatives also have the potential to reduce negative expectations.</div></div><div><h3>Practice Implications</h3><div>Based on the findings, larger community-based interventions could be developed in order to increase EOL communication.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"131 ","pages":"Article 108571"},"PeriodicalIF":2.9,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-21DOI: 10.1016/j.pec.2024.108558
Sarah J. White
Objective
This article, based on a plenary presentation from ICCH 2024, examines the challenge of balancing objectivity and complexity, and the risk of violent simplification, when it comes to teaching and assessing interprofessional healthcare communication.
Discussion
Interpersonal communication, that is, conversation, makes all aspects of human social life possible. Conversation is complex and is managed by participants in emergent and dynamic ways. To facilitate the practical needs of teaching and assessment, we simplify conversation into produced objectivities that reflect disciplinary and dominant cultural norms and values at the time of their creation. These objectivities do not necessarily adequately reflect the way in which conversations unfold in dynamic, participant-managed ways as they often list specific contextualized behaviors rather than the context-free system of conversation. Despite this, they often become standardized and used in ways that can lead to harm for students, patients and carers, and educators. This violent simplification is made possible through educational and healthcare systems that reinforce disciplinary silos and underinvest in communication education.
Conclusions
Engaging with the complexity of conversation within our educational practices is necessary to reduce the risk of harm. This involves explicit consideration of how objective tools are created and used in communication education, increased investment from education and healthcare sectors, and integrating knowledge about how conversation works from research of communication-in-practice.
{"title":"Complexity and objectivity in teaching interprofessional healthcare communication","authors":"Sarah J. White","doi":"10.1016/j.pec.2024.108558","DOIUrl":"10.1016/j.pec.2024.108558","url":null,"abstract":"<div><h3>Objective</h3><div>This article, based on a plenary presentation from ICCH 2024, examines the challenge of balancing objectivity and complexity, and the risk of violent simplification, when it comes to teaching and assessing interprofessional healthcare communication.</div></div><div><h3>Discussion</h3><div>Interpersonal communication, that is, conversation, makes all aspects of human social life possible. Conversation is complex and is managed by participants in emergent and dynamic ways. To facilitate the practical needs of teaching and assessment, we simplify conversation into produced objectivities that reflect disciplinary and dominant cultural norms and values at the time of their creation. These objectivities do not necessarily adequately reflect the way in which conversations unfold in dynamic, participant-managed ways as they often list specific contextualized behaviors rather than the context-free system of conversation. Despite this, they often become standardized and used in ways that can lead to harm for students, patients and carers, and educators. This violent simplification is made possible through educational and healthcare systems that reinforce disciplinary silos and underinvest in communication education.</div></div><div><h3>Conclusions</h3><div>Engaging with the complexity of conversation within our educational practices is necessary to reduce the risk of harm. This involves explicit consideration of how objective tools are created and used in communication education, increased investment from education and healthcare sectors, and integrating knowledge about how conversation works from research of communication-in-practice.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"131 ","pages":"Article 108558"},"PeriodicalIF":2.9,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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