Educating Psychiatric Patients about their Treatment: Do Fact Sheets Work?

Evans, Mark; Macpherson, Rob; Thompson, Elaine; Babiker, I. E.

doi:10.1177/014107689608901209

Cited by 15 publications

(32 citation statements)

References 4 publications

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“…All six trials reported that patients who received education demonstrated an increased knowledge relating to illness and medication when compared with their baseline scores. These findings were statistically significant in only four trials (Chaplin & Kent 1998; Evans et al . 1996; Macpherson et al .…”

Section: Resultsmentioning

confidence: 95%

“…The knowledge level was assessed using tools such as the education effect score, medication education questionnaire (Angunawela & Mullee 1998; Dow et al . 1991; Evans et al . 1996; Goulet et al .…”

Section: Resultsmentioning

confidence: 99%

“…1996). Insight assessed by the attitude of patients towards their illness and towards their medication using questionnaires (Evans et al . 1996; Merinder et al .…”

Section: Resultsmentioning

confidence: 99%

“…Patients were regarded to have insight if they considered themselves to have a psychiatric illness and/or for which medications were required. Evans et al . (1996) demonstrated no statistically significant difference in the number of patients who considered themselves to be psychiatrically ill ( P = 0.13), said they required medications ( P = 0.06), or were taking the right medication ( P = 0.4).…”

Section: Resultsmentioning

confidence: 99%

“…Two trials (Dow et al . 1991; Evans et al . 1996) investigated the effect of two types of structured education on knowledge retention.…”

Section: Resultsmentioning

confidence: 99%

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Educational interventions for mental health consumers receiving psychotropic medication: A review of the evidence

Fernandez

Evans

Griffiths

et al. 2006

Int J Mental Health Nurs

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The objective of this systematic review is to investigate the efficacy of educational interventions, relating to psychotropic medications, for consumers with a mental health disorder. This review included only randomized controlled trials that compared the effects of various educational interventions on knowledge retention, compliance to medication and treatment, incidence of relapse, and insight into illness in patients aged 18 years and over with a mental disorder. Twenty-one trials met the quality criteria and were included in the final analysis. Patients who were provided with education demonstrated a significant increase in the level of knowledge and compliance compared with those who were not. However, there was no difference in the incidence of relapse and insight in those who were provided education. A structured education session using both written and verbal methods followed by discussion of the contents is demonstrated to be effective. The evidence suggests that consumers who were provided multiple education sessions had greater knowledge gains in the short term (up to 1 month); however, the effectiveness of multiple sessions in the long term (2 years) is inconclusive. The review provides evidence that multiple education sessions are better than single education sessions in improving knowledge relating to medications and insight into illness. Evidence from the trials demonstrates that structured educational interventions delivered at frequent intervals are useful as part of the treatment programme for people with a mental illness. More well designed and reported randomized studies investigating the efficacy of education are urgently needed.

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Section: Resultsmentioning

confidence: 95%

Section: Resultsmentioning

confidence: 99%

“…1996). Insight assessed by the attitude of patients towards their illness and towards their medication using questionnaires (Evans et al . 1996; Merinder et al .…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“…Two trials (Dow et al . 1991; Evans et al . 1996) investigated the effect of two types of structured education on knowledge retention.…”

Section: Resultsmentioning

confidence: 99%

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Educational interventions for mental health consumers receiving psychotropic medication: A review of the evidence

Fernandez

Evans

Griffiths

et al. 2006

Int J Mental Health Nurs

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Written information about individual medicines for consumers

Nicolson

Knapp

Raynor

et al. 2009

Cochrane Database of Systematic Reviews

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Background Medicines are the most common intervention in most health services. As with all treatments, those taking medicines need su icient information: to enable them to take and use the medicines e ectively, to understand the potential harms and benefits, and to allow them to make an informed decision about taking them. Written medicines information, such as a leaflet or provided via the Internet, is an intervention that may meet these purposes. Objectives To assess the e ects of providing written information about individual medicines on relevant patient outcomes (knowledge, attitudes, behaviours and health outcomes) in relation to prescribed and over-the-counter medicines. Search methods We searched MEDLINE, EMBASE, CINAHL, The Cochrane Library, PsycINFO and other databases to March 2007. We handsearched five journals' tables of contents, and the reference lists of included studies, and contacted experts in the field. Selection criteria Randomised controlled trials (RCTs) of medicine users, comparing written medicines information with no written medicines information; or trials that compared two or more styles of written medicines information. We only included trials that measured a knowledge, attitudinal or behavioural outcome. There were no language restrictions. Data collection and analysis Two review authors independently extracted data relating to the interventions, methods of the trials, and outcome measures; and reconciled di erences by discussion. Heterogeneity of interventions and outcomes measured meant that data synthesis was not possible. The results are presented in narrative and tabular format. Main results We included 25 RCTs involving 4788 participants. Six of twelve trials showed that written information significantly improved knowledge about a medicine, compared with no written information. The inability to combine results means we cannot conclude whether written information was e ective for increasing knowledge. The results for attitudinal and behavioural outcomes were mixed. No studies showed an adverse e ect of medicines information. Written information about individual medicines for consumers (Review)

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