Pub Date : 2024-08-05DOI: 10.1016/j.pecinn.2024.100330
Lea C. Dikranian , D. Elizabeth Irish , Kathleen E. Shanley , Don R. Walker , Stephen K. de Waal Malefyt
Objective
Improper use and poor understanding of asthma medications can lead to poorly controlled asthma, emergency department visits, and hospitalizations for children with asthma. Pharmacists play a critical role in improving asthma medication adherence through education on asthma self-management. The use of color-coded labels applied at pharmacies to help patients differentiate between rescue and maintenance inhalers has not been explored.
Methods
Pharmacies were recruited to join a community pharmacy asthma coalition. Pharmacists provided patient education and labeled inhalers with two types of color-coded stickers. A red sticker labeled “RESCUE” was used for short-acting β-2 agonist medication inhalers. A green sticker labeled “USE EVERY DAY” was used for inhaled corticosteroids (ICS) or combination ICS/long-acting β-2 agonist medication inhalers.
Results
During the two years of the pilot program, 25 pharmacy locations participated. Pharmacies labeled over 6000 rescue and 9000 controller medications using color-coded labels. Over 1000 children and 7000 adults were served by the coalition.
Conclusion
Color-coded asthma medication labels can be successfully utilized by pharmacies. This low-cost tool provides vital information regarding the proper use of asthma medications.
Innovation
The color-coded labeling of asthma medications is a novel innovation that can be successfully used by pharmacists to improve asthma self-management education.
{"title":"Improving asthma self-management education through inhaler labeling","authors":"Lea C. Dikranian , D. Elizabeth Irish , Kathleen E. Shanley , Don R. Walker , Stephen K. de Waal Malefyt","doi":"10.1016/j.pecinn.2024.100330","DOIUrl":"10.1016/j.pecinn.2024.100330","url":null,"abstract":"<div><h3>Objective</h3><p>Improper use and poor understanding of asthma medications can lead to poorly controlled asthma, emergency department visits, and hospitalizations for children with asthma. Pharmacists play a critical role in improving asthma medication adherence through education on asthma self-management. The use of color-coded labels applied at pharmacies to help patients differentiate between rescue and maintenance inhalers has not been explored.</p></div><div><h3>Methods</h3><p>Pharmacies were recruited to join a community pharmacy asthma coalition. Pharmacists provided patient education and labeled inhalers with two types of color-coded stickers. A red sticker labeled “RESCUE” was used for short-acting β-2 agonist medication inhalers. A green sticker labeled “USE EVERY DAY” was used for inhaled corticosteroids (ICS) or combination ICS/long-acting β-2 agonist medication inhalers.</p></div><div><h3>Results</h3><p>During the two years of the pilot program, 25 pharmacy locations participated. Pharmacies labeled over 6000 rescue and 9000 controller medications using color-coded labels. Over 1000 children and 7000 adults were served by the coalition.</p></div><div><h3>Conclusion</h3><p>Color-coded asthma medication labels can be successfully utilized by pharmacies. This low-cost tool provides vital information regarding the proper use of asthma medications.</p></div><div><h3>Innovation</h3><p>The color-coded labeling of asthma medications is a novel innovation that can be successfully used by pharmacists to improve asthma self-management education.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100330"},"PeriodicalIF":0.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000785/pdfft?md5=e483d514e5f92dce136d30069a259294&pid=1-s2.0-S2772628224000785-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-05DOI: 10.1016/j.pecinn.2024.100328
Joanna Y.T. Lee , Gabriella Tikellis , Mariana Hoffman , Christie R. Mellerick , Karen Symons , Janet Bondarenko , Yet H. Khor , Ian Glaspole , Anne E. Holland
Background and objective
There is currently no self-management package designed to meet the needs of people with pulmonary fibrosis (PF). This study evaluated the feasibility and acceptability of a PF-specific self-management package.
Methods
Adults with PF were randomly allocated (1:1) to either receive the self-management package with healthcare professional (HCP) support or standardised PF information. Primary outcomes were feasibility and acceptability of the intervention. Secondary outcomes included health-related quality of life, self-efficacy, breathlessness, daily steps, use of PF-related treatments, and healthcare utilisation. Participants' experiences of using the package were explored using qualitative interviews.
Results
Thirty participants were included. Recruitment rate was 91% and 100% of those recruited were randomised. Eighty-seven percent of participants who received the package read ≥1 module and set a goal. Secondary outcomes were feasible to collect with high assessment completion rates (87%). Most participants reported the package was easy to use and enhanced knowledge, but suggested some improvements, while HCP support was highly valued.
Conclusion
A PF-specific self-management package was feasible to deliver and requires further testing in a trial powered to detect changes in clinical outcomes.
Innovation
This is the first self-management package designed specifically for people with PF, informed by patient experience and expert consensus.
{"title":"A self-management package for pulmonary fibrosis: A feasibility study","authors":"Joanna Y.T. Lee , Gabriella Tikellis , Mariana Hoffman , Christie R. Mellerick , Karen Symons , Janet Bondarenko , Yet H. Khor , Ian Glaspole , Anne E. Holland","doi":"10.1016/j.pecinn.2024.100328","DOIUrl":"10.1016/j.pecinn.2024.100328","url":null,"abstract":"<div><h3>Background and objective</h3><p>There is currently no self-management package designed to meet the needs of people with pulmonary fibrosis (PF). This study evaluated the feasibility and acceptability of a PF-specific self-management package.</p></div><div><h3>Methods</h3><p>Adults with PF were randomly allocated (1:1) to either receive the self-management package with healthcare professional (HCP) support or standardised PF information. Primary outcomes were feasibility and acceptability of the intervention. Secondary outcomes included health-related quality of life, self-efficacy, breathlessness, daily steps, use of PF-related treatments, and healthcare utilisation. Participants' experiences of using the package were explored using qualitative interviews.</p></div><div><h3>Results</h3><p>Thirty participants were included. Recruitment rate was 91% and 100% of those recruited were randomised. Eighty-seven percent of participants who received the package read ≥1 module and set a goal. Secondary outcomes were feasible to collect with high assessment completion rates (87%). Most participants reported the package was easy to use and enhanced knowledge, but suggested some improvements, while HCP support was highly valued.</p></div><div><h3>Conclusion</h3><p>A PF-specific self-management package was feasible to deliver and requires further testing in a trial powered to detect changes in clinical outcomes.</p></div><div><h3>Innovation</h3><p>This is the first self-management package designed specifically for people with PF, informed by patient experience and expert consensus.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100328"},"PeriodicalIF":0.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000761/pdfft?md5=3e9b28b29eb19b46cdfb2dc576d8c7ca&pid=1-s2.0-S2772628224000761-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141992916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-30DOI: 10.1016/j.pecinn.2024.100327
Lotte van Burgsteden , Joyce Lamerichs , Annemarie Hoogerwerf , Hedwig te Molder , Miranda de Jong
Objective
The novel concept of Family-Integrated Care (FICare) requires nurses to be parents' partners in neonatal care. We combined analyses of real-life parent-nurse conversations and interviews to elucidate nurses' role in providing psychosocial support to parents. Findings inform the development of communication training on topicalizing parents' feelings.
Methods
Conversation analysis of 15 audio-recorded parent-nurse conversations, and thematic analysis of interviews with 2 nurses.
Results
In parent-nurse conversations, nurses showed a “balancing act” in formulating parents' feelings, revealing the complexities of addressing parents' feelings. Overall, parents confirmed nurses' formulations, but also expanded or modified them, or indicated restricted conversational space. In the interviews, nurses discussed four purposes of conversations with parents, emphasizing elaborating on parents' feelings, while discussing associated challenges.
Conclusion
Our conversation analysis revealed a continuum of nurses' formulations of parents' feelings, and nurses' reflections illuminated how and when the formulations were used to invite parents' “feelings talk”.
Innovation
This study is the first to use conversation analysis to analyze parent-nurse conversations. Additionally, it pioneers combining these analyses with interviews, inviting nurses to reflect on how to incorporate the findings into FICare. This combination strongly informs the development of tailored communication training, drawing from real-life conversations and nurses' articulated needs.
{"title":"Formulating parents' feelings: Analyzing parent-nurse conversations in family-integrated neonatal care to develop communication training","authors":"Lotte van Burgsteden , Joyce Lamerichs , Annemarie Hoogerwerf , Hedwig te Molder , Miranda de Jong","doi":"10.1016/j.pecinn.2024.100327","DOIUrl":"10.1016/j.pecinn.2024.100327","url":null,"abstract":"<div><h3>Objective</h3><p>The novel concept of Family-Integrated Care (FICare) requires nurses to be parents' partners in neonatal care. We combined analyses of real-life parent-nurse conversations and interviews to elucidate nurses' role in providing psychosocial support to parents. Findings inform the development of communication training on topicalizing parents' feelings.</p></div><div><h3>Methods</h3><p>Conversation analysis of 15 audio-recorded parent-nurse conversations, and thematic analysis of interviews with 2 nurses.</p></div><div><h3>Results</h3><p>In parent-nurse conversations, nurses showed a “balancing act” in formulating parents' feelings, revealing the complexities of addressing parents' feelings. Overall, parents confirmed nurses' formulations, but also expanded or modified them, or indicated restricted conversational space. In the interviews, nurses discussed four purposes of conversations with parents, emphasizing elaborating on parents' feelings, while discussing associated challenges.</p></div><div><h3>Conclusion</h3><p>Our conversation analysis revealed a continuum of nurses' formulations of parents' feelings, and nurses' reflections illuminated how and when the formulations were used to invite parents' “feelings talk”.</p></div><div><h3>Innovation</h3><p>This study is the first to use conversation analysis to analyze parent-nurse conversations. Additionally, it pioneers combining these analyses with interviews, inviting nurses to reflect on how to incorporate the findings into FICare. This combination strongly informs the development of tailored communication training, drawing from real-life conversations and nurses' articulated needs.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100327"},"PeriodicalIF":0.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S277262822400075X/pdfft?md5=9fae129a7a6ce1cbc3a7d17fdc9c4b07&pid=1-s2.0-S277262822400075X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142230743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-17DOI: 10.1016/j.pecinn.2024.100325
Nathalie J.S. Patty , Karen M. van Meeteren , Minke Verdonk , Marjolijn Ketelaar , Carlo Schuengel , Agnes M. Willemen
Objective
The purpose of this study was to investigate how parents of children with complex care needs conceptualize burnout from the perspective of parents themselves.
Methods
We conducted semi-structured interviews with 38 parents, selected for maximal variation in parental, child, and family characteristics. Inductive thematic analysis was employed.
Results
Burnout was conceptualized as encompassing three themes: having a reoccurring long-term nature, commencing with symptoms of stress progressing into exhaustion, and ending in a survival mode wherein parents worked hard to project an image of everything being well and under control (fighting) while distancing physically and emotionally from others and themselves (fleeing).
Conclusion
Burnout involves specific aspects of caregiving and parenting, such as long-term responsibility for the child, which cannot be relinquished. Furthermore, burnout may also be ‘hidden’: not always showing to the outside world, which requires extra attention and vigilance among parent's informal and formal networks. Awareness of the various interpretations of the term may foster constructive communication.
Innovation
Focusing on parents’ individual experiences has illuminated new aspects of burnout. By purposively sampling a variety of parents of children with complex care needs, a broader understanding of the meaning of the term ‘burnout’ from the perspective of parents was achieved.
{"title":"Conceptualizing burnout from the perspective of parents of children with complex care needs","authors":"Nathalie J.S. Patty , Karen M. van Meeteren , Minke Verdonk , Marjolijn Ketelaar , Carlo Schuengel , Agnes M. Willemen","doi":"10.1016/j.pecinn.2024.100325","DOIUrl":"10.1016/j.pecinn.2024.100325","url":null,"abstract":"<div><h3>Objective</h3><p>The purpose of this study was to investigate how parents of children with complex care needs conceptualize burnout from the perspective of parents themselves.</p></div><div><h3>Methods</h3><p>We conducted semi-structured interviews with 38 parents, selected for maximal variation in parental, child, and family characteristics. Inductive thematic analysis was employed.</p></div><div><h3>Results</h3><p>Burnout was conceptualized as encompassing three themes: having a reoccurring long-term nature, commencing with symptoms of stress progressing into exhaustion, and ending in a survival mode wherein parents worked hard to project an image of everything being well and under control (fighting) while distancing physically and emotionally from others and themselves (fleeing).</p></div><div><h3>Conclusion</h3><p>Burnout involves specific aspects of caregiving and parenting, such as long-term responsibility for the child, which cannot be relinquished. Furthermore, burnout may also be ‘hidden’: not always showing to the outside world, which requires extra attention and vigilance among parent's informal and formal networks. Awareness of the various interpretations of the term may foster constructive communication.</p></div><div><h3>Innovation</h3><p>Focusing on parents’ individual experiences has illuminated new aspects of burnout. By purposively sampling a variety of parents of children with complex care needs, a broader understanding of the meaning of the term ‘burnout’ from the perspective of parents was achieved.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100325"},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000736/pdfft?md5=9dbc72efeabfc98cc437a05e8ea6ee0b&pid=1-s2.0-S2772628224000736-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141850991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-17DOI: 10.1016/j.pecinn.2024.100326
Kylie D. Mallory , Hiba Al-Hakeem , Shazeen Alam , Sandy Brassel , Tamiko Isaacs , Sonya Basarke , Marie Hooper , Andrea Hickling , Shannon E. Scratch
Objectives
1) Examine if participation in iSibWorks, a group-based virtual intervention for siblings of children with disabilities, impacted siblings' perception of quality of life (QoL) and social support; and 2) Explore siblings' feedback on iSibWorks.
Methods
Thirty-eight children participated in iSibWorks and completed questionnaires (Pediatric Quality of Life [PedsQL™], Social Support Scale for Children [SSSC]) one week pre- and post-intervention. Conventional content analysis was used to explore siblings' open-ended responses on a post-participation feedback form.
Results
No significant differences in PedsQL™ and SSSC scores were observed after participating in iSibWorks. Despite this, siblings had positive feedback about iSibWorks and discussed: 1) Engaging in group learning and activities, 2) Meeting other siblings, and 3) Applying iSibWorks content to their daily life.
Conclusion
Factors related to the COVID-19 pandemic such as family stress, school closures, virtual learning, and social distancing likely impacted study results. Although there were no significant changes in QoL and social support, siblings found iSibWorks to be fun, meaningful, and engaging.
Innovation
Siblings of children with disabilities can experience psychosocial challenges and there are few virtual interventions designed for this population. iSibWorks was adapted to address this gap and increase access and support for siblings of children with disabilities.
{"title":"Evaluating iSibWorks: A virtual cognitive-behavioural intervention for siblings of children with disabilities","authors":"Kylie D. Mallory , Hiba Al-Hakeem , Shazeen Alam , Sandy Brassel , Tamiko Isaacs , Sonya Basarke , Marie Hooper , Andrea Hickling , Shannon E. Scratch","doi":"10.1016/j.pecinn.2024.100326","DOIUrl":"10.1016/j.pecinn.2024.100326","url":null,"abstract":"<div><h3>Objectives</h3><p>1) Examine if participation in <em>iSibWorks</em>, a group-based virtual intervention for siblings of children with disabilities, impacted siblings' perception of quality of life (QoL) and social support; and 2) Explore siblings' feedback on <em>iSibWorks</em>.</p></div><div><h3>Methods</h3><p>Thirty-eight children participated in <em>iSibWorks</em> and completed questionnaires (Pediatric Quality of Life [PedsQL™], Social Support Scale for Children [SSSC]) one week pre- and post-intervention. Conventional content analysis was used to explore siblings' open-ended responses on a post-participation feedback form.</p></div><div><h3>Results</h3><p>No significant differences in PedsQL™ and SSSC scores were observed after participating in <em>iSibWorks</em>. Despite this, siblings had positive feedback about <em>iSibWorks</em> and discussed: 1) Engaging in group learning and activities, 2) Meeting other siblings, and 3) Applying <em>iSibWorks</em> content to their daily life.</p></div><div><h3>Conclusion</h3><p>Factors related to the COVID-19 pandemic such as family stress, school closures, virtual learning, and social distancing likely impacted study results. Although there were no significant changes in QoL and social support, siblings found <em>iSibWorks</em> to be fun, meaningful, and engaging.</p></div><div><h3>Innovation</h3><p>Siblings of children with disabilities can experience psychosocial challenges and there are few virtual interventions designed for this population. <em>iSibWorks</em> was adapted to address this gap and increase access and support for siblings of children with disabilities.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100326"},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000748/pdfft?md5=fd071caa805cf7a124660d435c3938f7&pid=1-s2.0-S2772628224000748-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141839761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-15DOI: 10.1016/j.pecinn.2024.100323
Ria Goyal, Grace Corrier, David Ring, Amirreza Fatehi, Sina Ramtin
Objective
We sought to evaluate the potential reinforcement of misconceptions in websites discussing carpal tunnel syndrome (CTS).
Methods
After removing all cookies to limit personalization, we entered “carpal tunnel syndrome” into five search engines and collected the first 50 results displayed for each search. For each of the 105 unique websites, we recorded publication date, author background, and number of views. The prevalence of potential reinforcement and/or reorientation of misconceptions for each website was then scored using a rubric based on our interpretation of the best current evidence regarding CTS. The informational quality of websites was graded with the DISCERN instrument, a validated tool for assessing online health information.
Results
Every website contained at least one potentially misleading statement in our opinion. The most common misconceptions reference “excessive motion” and “inflammation.” Greater potential reinforcement of misinformation about CTS was associated with fewer page views and lower informational quality scores.
Conclusions
Keeping in mind that this analysis is based on our interpretation of current best evidence, potential misinformation on websites addressing CTS is common and has the potential to increase symptom intensity and magnitude of incapability via reinforcement of unhelpful thoughts regarding symptoms.
Innovation
The prevalence of patient-directed health information that can increase discomfort and incapability by reinforcing common unhelpful thoughts supports the need for innovations in how we develop, oversee, and evolve healthy online material.
{"title":"Potential misinformation in websites on carpal tunnel syndrome","authors":"Ria Goyal, Grace Corrier, David Ring, Amirreza Fatehi, Sina Ramtin","doi":"10.1016/j.pecinn.2024.100323","DOIUrl":"10.1016/j.pecinn.2024.100323","url":null,"abstract":"<div><h3>Objective</h3><p>We sought to evaluate the potential reinforcement of misconceptions in websites discussing carpal tunnel syndrome (CTS).</p></div><div><h3>Methods</h3><p>After removing all cookies to limit personalization, we entered “carpal tunnel syndrome” into five search engines and collected the first 50 results displayed for each search. For each of the 105 unique websites, we recorded publication date, author background, and number of views. The prevalence of potential reinforcement and/or reorientation of misconceptions for each website was then scored using a rubric based on our interpretation of the best current evidence regarding CTS. The informational quality of websites was graded with the DISCERN instrument, a validated tool for assessing online health information.</p></div><div><h3>Results</h3><p>Every website contained at least one potentially misleading statement in our opinion. The most common misconceptions reference “excessive motion” and “inflammation.” Greater potential reinforcement of misinformation about CTS was associated with fewer page views and lower informational quality scores.</p></div><div><h3>Conclusions</h3><p>Keeping in mind that this analysis is based on our interpretation of current best evidence, potential misinformation on websites addressing CTS is common and has the potential to increase symptom intensity and magnitude of incapability via reinforcement of unhelpful thoughts regarding symptoms.</p></div><div><h3>Innovation</h3><p>The prevalence of patient-directed health information that can increase discomfort and incapability by reinforcing common unhelpful thoughts supports the need for innovations in how we develop, oversee, and evolve healthy online material.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100323"},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000712/pdfft?md5=fb3d178bc13f6fe0bc2c664eefde13ac&pid=1-s2.0-S2772628224000712-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141697685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The lack of descriptions for education programs in studies evaluating the efficacy of continuous glucose monitoring (CGM) compared to blood glucose monitoring (BGM) for individuals with T2DM makes it difficult to compare results across trials. This study aimed to develop and evaluate a new education program for adults with insulin-treated T2DM and HbA1c ≥58 mmol/mol (7.5 %) initiating CGM.
Methods
A 3-h education program was created to provide information on diabetes self-management and CGM or BGM based on international guidelines and a pre-evaluation based on user needs assessment. Questionnaires were used to post-evaluate participant-rated benefits from the program.
Results
Seven individuals attended a user needs assessment of the program and 96 participated in the final education program (61.5 % men, mean age 61 (59.5;63) years, mean diabetes duration 18.2 (16.9;19.5) years, and median HbA1c 69 (63–78)mmol/mol (8.5 (7.9–9.3)%). Benefit from this program was rated good/very good by 95.5 % with no statistically significant difference between glucose monitoring groups.
Conclusions
This study presents a new well-received education program for T2DM for both the CGM and BGM group.
Innovation
The description of the development process and the education provided for both glucose monitoring groups may be useful for CGM initiation in clinics and trials.
{"title":"A combined diabetes and continuous glucose monitoring education program for adults with type 2 diabetes","authors":"Nanna Lind , Merete Bechmann Christensen , Kirsten Nørgaard","doi":"10.1016/j.pecinn.2024.100324","DOIUrl":"10.1016/j.pecinn.2024.100324","url":null,"abstract":"<div><h3>Objective</h3><p>The lack of descriptions for education programs in studies evaluating the efficacy of continuous glucose monitoring (CGM) compared to blood glucose monitoring (BGM) for individuals with T2DM makes it difficult to compare results across trials. This study aimed to develop and evaluate a new education program for adults with insulin-treated T2DM and HbA1c ≥58 mmol/mol (7.5 %) initiating CGM.</p></div><div><h3>Methods</h3><p>A 3-h education program was created to provide information on diabetes self-management and CGM or BGM based on international guidelines and a pre-evaluation based on user needs assessment. Questionnaires were used to post-evaluate participant-rated benefits from the program.</p></div><div><h3>Results</h3><p>Seven individuals attended a user needs assessment of the program and 96 participated in the final education program (61.5 % men, mean age 61 (59.5;63) years, mean diabetes duration 18.2 (16.9;19.5) years, and median HbA1c 69 (63–78)mmol/mol (8.5 (7.9–9.3)%). Benefit from this program was rated good/very good by 95.5 % with no statistically significant difference between glucose monitoring groups.</p></div><div><h3>Conclusions</h3><p>This study presents a new well-received education program for T2DM for both the CGM and BGM group.</p></div><div><h3>Innovation</h3><p>The description of the development process and the education provided for both glucose monitoring groups may be useful for CGM initiation in clinics and trials.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100324"},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000724/pdfft?md5=e9b735fec2e33a8163701aef2d32c936&pid=1-s2.0-S2772628224000724-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141688831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-14DOI: 10.1016/j.pecinn.2024.100322
Jane Ege Møller , Eva Doherty , Matilde Nisbeth Brøgger
Objective
To investigate residents' experiences recording and receiving feedback on a challenging video of a patient encounter. Methods: We used a qualitative design with first year residents who took part in a mandatory communication skills course in which all participants were asked to bring a challenging video of a patient encounter. The methods consisted of brief reflection texts and focus groups related to their perspectives on the use of challenging videos. Results: 106 residents wrote brief reflection texts, and 13 residents participated in four focus groups. Residents mainly expressed positive experiences with the challenging video exercise. Residents reported that the pressure to perform was felt to be less than on previous teaching sessions because the focus was on choosing an encounter which was less than perfect. They also reported that they appreciated the opportunity to see that other doctors were not performing optimally. Conclusion: The use of challenging videos as a teaching method for communication skills was experienced as encouraging by residents and facilitated enhanced learning.
Innovation
We recommend adding more focus on challenging situations in video review. This could support learning by providing what our participants found to be a less daunting learning environment.
{"title":"“Bring your worst”: Residents' perspectives on video review of challenging patient communication as a learning tool","authors":"Jane Ege Møller , Eva Doherty , Matilde Nisbeth Brøgger","doi":"10.1016/j.pecinn.2024.100322","DOIUrl":"10.1016/j.pecinn.2024.100322","url":null,"abstract":"<div><h3>Objective</h3><p>To investigate residents' experiences recording and receiving feedback on a challenging video of a patient encounter. Methods: We used a qualitative design with first year residents who took part in a mandatory communication skills course in which all participants were asked to bring a challenging video of a patient encounter. The methods consisted of brief reflection texts and focus groups related to their perspectives on the use of challenging videos. Results: 106 residents wrote brief reflection texts, and 13 residents participated in four focus groups. Residents mainly expressed positive experiences with the challenging video exercise. Residents reported that the pressure to perform was felt to be less than on previous teaching sessions because the focus was on choosing an encounter which was less than perfect. They also reported that they appreciated the opportunity to see that other doctors were not performing optimally. Conclusion: The use of challenging videos as a teaching method for communication skills was experienced as encouraging by residents and facilitated enhanced learning.</p></div><div><h3>Innovation</h3><p>We recommend adding more focus on challenging situations in video review. This could support learning by providing what our participants found to be a less daunting learning environment.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100322"},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000700/pdfft?md5=a4ce96607cf2fbe6258a9f6649a6149a&pid=1-s2.0-S2772628224000700-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141689804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-08DOI: 10.1016/j.pecinn.2024.100321
Sabine Wiegmann , Ralph Schilling , Mirja Winter , Martina Ernst , Katja Wechsung , Ute Kalender , Barbara Stöckigt , Annette Richter-Unruh , Olaf Hiort , Ulla Döhnert , Louise Marshall , Julia Rohayem , Klaus-Peter Liesenkötter , Martin Wabitsch , Gloria Herrmann , Gundula Ernst , Stephanie Roll , Thomas Keil , Uta Neumann
Objective
Evaluation of the participant satisfaction with a newly developed interdisciplinary, modular education program for children, adolescents, and young adults with differences of sex development (DSD) and their parents.
Methods
The two-day program including tailored medical information, peer consultation and psychological support aimed to improve diagnosis-specific knowledge and empowerment. Post-training satisfaction was measured using an adapted ZUF-8 questionnaire, scoring from 5 (worst) to a maximum of 26 (best) for persons aged 6–17 and from 10 to 40 points for adults, including 2 open-ended questions.
Results
The questionnaire, completed by 89 children (6–13 years), 92 adolescents (14–17 years), 47 young adults (18–24 years), and 345 parents, revealed consistent high satisfaction with the program regardless of age or diagnosis (children 24.4 ± 2.1, adolescents 23.5 ± 2.7; young adults 36.0 ± 4.0, parents 36.6 ± 3.4). Neither sociodemographic factors nor diagnosis burden, shame, or informedness showed relevant associations with satisfaction levels. Participants highlighted exchange and open atmosphere as key satisfaction elements.
Conclusion
Satisfaction with the new education program was high in all examined groups. Implementing it in routine care requires further analysis to determine the program's long-term effects on well-being and knowledge.
Innovation
The first educational program for young people with DSD addressing their specific challenges through inclusive language, an open approach to sex and gender and the inclusion of self-help groups.
{"title":"Satisfaction with a new patient education program for children, adolescents, and young adults with differences of sex development (DSD) and their parents.","authors":"Sabine Wiegmann , Ralph Schilling , Mirja Winter , Martina Ernst , Katja Wechsung , Ute Kalender , Barbara Stöckigt , Annette Richter-Unruh , Olaf Hiort , Ulla Döhnert , Louise Marshall , Julia Rohayem , Klaus-Peter Liesenkötter , Martin Wabitsch , Gloria Herrmann , Gundula Ernst , Stephanie Roll , Thomas Keil , Uta Neumann","doi":"10.1016/j.pecinn.2024.100321","DOIUrl":"https://doi.org/10.1016/j.pecinn.2024.100321","url":null,"abstract":"<div><h3>Objective</h3><p>Evaluation of the participant satisfaction with a newly developed interdisciplinary, modular education program for children, adolescents, and young adults with differences of sex development (DSD) and their parents.</p></div><div><h3>Methods</h3><p>The two-day program including tailored medical information, peer consultation and psychological support aimed to improve diagnosis-specific knowledge and empowerment. Post-training satisfaction was measured using an adapted ZUF-8 questionnaire, scoring from 5 (worst) to a maximum of 26 (best) for persons aged 6–17 and from 10 to 40 points for adults, including 2 open-ended questions.</p></div><div><h3>Results</h3><p>The questionnaire, completed by 89 children (6–13 years), 92 adolescents (14–17 years), 47 young adults (18–24 years), and 345 parents, revealed consistent high satisfaction with the program regardless of age or diagnosis (children 24.4 ± 2.1, adolescents 23.5 ± 2.7; young adults 36.0 ± 4.0, parents 36.6 ± 3.4). Neither sociodemographic factors nor diagnosis burden, shame, or informedness showed relevant associations with satisfaction levels. Participants highlighted exchange and open atmosphere as key satisfaction elements.</p></div><div><h3>Conclusion</h3><p>Satisfaction with the new education program was high in all examined groups. Implementing it in routine care requires further analysis to determine the program's long-term effects on well-being and knowledge.</p></div><div><h3>Innovation</h3><p>The first educational program for young people with DSD addressing their specific challenges through inclusive language, an open approach to sex and gender and the inclusion of self-help groups.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100321"},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000694/pdfft?md5=38452db89395c315fa70da15f388dd11&pid=1-s2.0-S2772628224000694-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141605786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-08DOI: 10.1016/j.pecinn.2024.100320
Austin R. Medlin , Nicole E. Werner , Catherine Z. Still , Andrea L. Strayer , Beth E. Fields
Objective
Care partners of persons living with dementia (PLWD) often feel unprepared to care for their loved ones. Improving PLWD care partner identification and education during hospital stays can improve preparedness. This retrospective EHR study investigated PLWD characteristics that may relate to care partner identification, education, and teaching methods during hospital stays.
Methods
Encounters from a Midwestern academic healthcare system were used. Patients were over 18, had a documented dementia diagnosis, were admitted to the hospital for at least 24 h, and had information documented in care partner or education data fields (N = 7982). Logistic regressions assessed patient's demographics, care partner identification and education. Chi-square tests compared education teaching methods and patient discharge location.
Results
PLWD's who were unmarried, discharged to other care facilities, or received the diagnosis “degeneration of nervous system due to alcohol” were associated with lacking care partner identification. Care partners of unmarried PLWDs or those with the diagnosis “Alzheimer's disease, unspecified” received less education. Multiple teaching methods were associated with discharge location.
Conclusion
Multiple characteristics were related to PLWD care partner identification and education differences during hospital stays.
Innovation
Novel analyses highlight need for a protocol to systematically prepare dementia care partners.
{"title":"Factors associated with care partner identification and education among hospitalized persons living with dementia","authors":"Austin R. Medlin , Nicole E. Werner , Catherine Z. Still , Andrea L. Strayer , Beth E. Fields","doi":"10.1016/j.pecinn.2024.100320","DOIUrl":"https://doi.org/10.1016/j.pecinn.2024.100320","url":null,"abstract":"<div><h3>Objective</h3><p>Care partners of persons living with dementia (PLWD) often feel unprepared to care for their loved ones. Improving PLWD care partner identification and education during hospital stays can improve preparedness. This retrospective EHR study investigated PLWD characteristics that may relate to care partner identification, education, and teaching methods during hospital stays.</p></div><div><h3>Methods</h3><p>Encounters from a Midwestern academic healthcare system were used. Patients were over 18, had a documented dementia diagnosis, were admitted to the hospital for at least 24 h, and had information documented in care partner or education data fields (<em>N</em> = 7982). Logistic regressions assessed patient's demographics, care partner identification and education. Chi-square tests compared education teaching methods and patient discharge location.</p></div><div><h3>Results</h3><p>PLWD's who were unmarried, discharged to other care facilities, or received the diagnosis “degeneration of nervous system due to alcohol” were associated with lacking care partner identification. Care partners of unmarried PLWDs or those with the diagnosis “Alzheimer's disease, unspecified” received less education. Multiple teaching methods were associated with discharge location.</p></div><div><h3>Conclusion</h3><p>Multiple characteristics were related to PLWD care partner identification and education differences during hospital stays.</p></div><div><h3>Innovation</h3><p>Novel analyses highlight need for a protocol to systematically prepare dementia care partners.</p></div>","PeriodicalId":74407,"journal":{"name":"PEC innovation","volume":"5 ","pages":"Article 100320"},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2772628224000682/pdfft?md5=10cd7b473ba3db1b26ba77ba998a23f9&pid=1-s2.0-S2772628224000682-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141583338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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