Developing Educational Materials to Facilitate Adherence: Pediatric Thrombosis as a Case Illustration

Bauman, Mary E.; Massicotte, M. Patricia; Ray, Lynne; Newburn‐Cook, Christine

doi:10.1016/j.pedhc.2007.02.011

Cited by 10 publications

(25 citation statements)

References 53 publications

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“…The content of anticoagulation education for children and families has been well described previously and has been found to be more successful when based on an established model of health education 5 7 9 11 32. AT education should encompass a discussion of the action and indication for AT, monitoring requirements, confounders to stable therapy, side effects and appropriate contacts in the event of an emergency 5 9 11…”

Section: Resultsmentioning

confidence: 99%

“…The education provided needs to be appropriate to the adolescent's developmental age, gender, underlying condition and indication for anticoagulant therapy 5 20 32 35. Consideration of the adolescent's past experiences or past education ensures the education delivered builds on their current knowledge, identifies knowledge deficits and directs future education activities 5 32.…”

Section: Resultsmentioning

confidence: 99%

“…Consideration of the adolescent's past experiences or past education ensures the education delivered builds on their current knowledge, identifies knowledge deficits and directs future education activities 5 32. Adolescents with a chronic illness may engage in more high-risk behaviours compared to their healthy counterparts,27 40 41 placing them at increased risk of harm.…”

Section: Resultsmentioning

confidence: 99%

“…Adolescents with a chronic illness may engage in more high-risk behaviours compared to their healthy counterparts,27 40 41 placing them at increased risk of harm. This is an important consideration for adolescents requiring AT as high-risk behaviours such as alcohol and/or drug use and purposeful non-adherence may be life threatening 32. Consensual sexual activity can also represent a significant concern due to the potentially teratogenic effects of warfarin.…”

Section: Resultsmentioning

confidence: 99%

“…However, the role of parents and family support in promoting self-management cannot be underestimated 20 32. The role of clinicians in listening to and supporting parents to promote their adolescents' self-caring abilities is as important as engaging the adolescent themselves 20 32.…”

Section: Resultsmentioning

confidence: 99%

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HEEADSSS assessment for adolescents requiring anticoagulation therapy: Table 1

et al. 2011

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The care of adolescents with complex chronic illness needs to be developmentally appropriate to encourage adherence, knowledge retention and self-management. There has been an increase in the number of adolescents requiring long-term or lifelong anticoagulation therapy, related to either an underlying illness or idiopathic deep vein thrombosis. The burden of anticoagulant therapy, the associated risks and the required lifestyle changes can significantly impact on psychosocial well-being in the adolescent patient. This review identifies issues pertinent to adolescent anticoagulation management and discusses strategies to support optimal management. The HEEADSSS (Home, Education and employment, Eating, Activities with peers, Drugs, Sexual activity, Suicide and depression, and Safety) framework was used to provide guidance in undertaking a psychosocial assessment of adolescents requiring anticoagulant therapy in conjunction with a structured education strategy. Adolescent anticoagulant management strategies employing developmentally appropriate assessment and education will likely result in improved therapeutic outcomes for the patient and potentially facilitate transition to adult-based care.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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HEEADSSS assessment for adolescents requiring anticoagulation therapy: Table 1

et al. 2011

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Principles and theory guiding development and delivery of patient education in disorders of thrombosis and hemostasis: Reviewing the current literature

Hews‐Girard

Guelcher

Meldau

et al. 2017

Research and Practice in Thrombosis and Haemostasis

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Essentials Appropriate, theory‐based education has been linked to improved patient and system outcomes.Literature regarding theory‐based education in thrombosis and hemostasis is extremely limited.Current literature describes teaching strategy in single centers vs. impact of underlying theory.Collaborative efforts are required to make recommendations regarding optimization of education. Prior work regarding patient education has identified the importance of using learning theory and educational models to develop and deliver content that will improve patient outcomes. Current literature appears to examine implementation of teaching strategies without clear identification of educational principles. This review aimed to identify educational principles and theory currently utilized in the planning and delivery of patient education in disorders of thrombosis and hemostasis. The majority of articles reviewed evaluated the impact of educational interventions on patient outcomes; links between educational principles and changes in outcomes was lacking. Few articles clearly referenced theory in development of patient education; fewer focussed on the population of interest. The lack of literature demonstrates the need for multi‐center collaborative research aimed at generation of an improved level of evidence regarding the most effective theoretical framework for the development, delivery and evaluation of patient education for patients with disorders of thrombosis and hemostasis. Once a theoretical framework for patient education is developed and tested, the unique contribution of patient education to both knowledge and clinical outcomes can be robustly evaluated.

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