Effectiveness of psychoeducational intervention for rural Chinese families experiencing schizophrenia

Ran, Mao‐Sheng; Xiang, Meng-Ze; Chan, Cecilia L. W.; Leff, Julian; Simpson, Peggy; Huang, Mingsheng; Shan, You-He; Li, Si-Gan

doi:10.1007/s00127-003-0601-z

Cited by 178 publications

(231 citation statements)

References 22 publications

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“…Increasing the impact of interventions aimed at patient-related factors and/or health care teamrelated factors is essential. Methods that have been shown to be effective in improving therapy include: educational interventions involving patients [25,26] ; strategies to improve dosing schedules [6] ; interventions that enlist ancillary health care providers such as pharmacists, behavioral specialists, and nursing staff [27,28] ; and enhancing communication between physicians and patients [29][30][31] . To conclude, in the real-life setting, therapeutic education helped maintain adherence to bitherapy in patients with genotype 2/3 infection.…”

Section: Discussionmentioning

confidence: 99%

Patient education improves adherence to peg-interferon and ribavirin in chronic genotype 2 or 3 hepatitis C virus infection: A prospective, real-life, observational study

Cacoub¹,

Ouzan²,

Melin³

et al. 2008

WJG

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AIM:To evaluate the impact of therapeutic education on adherence to antiviral treatment and sustained virological response (SVR) in a real-life setting in genotype 2/3 hepatitis C, as there are few adherence data in genotype 2/3 infection, even from randomized trials. METHODS: This prospective survey included genotype 2/3 patients who received peg-interferon alfa-2b and ribavirin. There was no intervention. Adherence was self-reported over the past 4 wk (peg-interferon) or 7 d (ribavirin). Adherence to bitherapy was defined as adherence to the two drugs for ≥ 20 wk. SVR was defined as undetectable RNA ≥ 12 wk after the end of treatment. RESULTS: 370/674 patients received education during the first 3 mo of treatment. After 6 mo, adherence to bitherapy was higher in educated patients (61% vs 47%, P = 0.01). Adherence to peg-interferon was 78% vs 69% (P = 0.06). Adherence to ribavirin was 70% vs 56% (P = 0.006). The SVR (77% vs 70%, P = 0.05) and relapse (10% vs 16%, P = 0.09) rates tended to be improved. After adjustment for baseline differences, education improved adherence [Odds ratio (OR) 1.58, P = 0.04] but not the SVR (OR 1.54, P = 0.06). CONCLUSION:In genotype 2/3 patients, therapeutic education helped maintain real-life adherence to bitherapy.

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Section: Discussionmentioning

confidence: 99%

Patient education improves adherence to peg-interferon and ribavirin in chronic genotype 2 or 3 hepatitis C virus infection: A prospective, real-life, observational study

Cacoub¹,

Ouzan²,

Melin³

et al. 2008

WJG

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“…Such programmes have proved successful in India and China 37,38 and carers' groups have been initiated by Basic Needs in Ghana, but there is a need to scale up such interventions nationally. Informal Community Care Informal community care in Ghana is offered through faith and traditional healers.…”

Section: Self Carementioning

confidence: 99%

A situation analysis of mental health services and legislation in Ghana: challenges for transformation

Ofori-Atta

Read²,

Lund³

2010

Afr. J. Psych

124

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Objective: To conduct a situation analysis of the status of mental health care in Ghana and to propose options for scaling up the provision of mental health care. Method: A survey of the existing mental health system in Ghana was conducted using the WHO Assessment Instrument for Mental Health Systems. Documentary analysis was undertaken of mental health legislation, utilizing the WHO Legislation checklists. Semi-structured interviews and focus group discussions were conducted with a broad range of mental health stakeholders (n=122) at the national, regional and district levels. Results: There are shortfalls in the provision of mental health care including insufficient numbers of mental health professionals, aging infrastructure, widespread stigma, inadequate funding and an inequitable geographical distribution of services. Conclusion: Community-based services need to be delivered in the primary care setting to provide accessible and humane mental health care. There is an urgent need for legislation reform, to improve mental health care delivery and protect human rights.

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“…[9,10,15,22,[31][32][33][34] Psikososyal beceri eğitimlerinin de işlevsel iyileşme sürecinin olumlu yönde etkilediği ve ilaç uyumunu arttırdığı, hastalık belirtilerini ve içselleştirilmiş damgalamayı azalttığı, içgörüyü ve sosyal işlevselliği arttırdığı görülmektedir. [20,35] Muhtarlar, sağlık ve tıp çalışanları ve öğrencileriyle yapılan psikoeğitimlerin, ruhsal hastalıklara yönelik inanç ve tutumları olumlu yönde etkilediği, bilgi düzeyini arttırdığı, bildirilmektedir.…”

Section: Discussionunclassified

“…Ancak gerek yurtdışında, gerekse ülkemizde yapılan araştırmalarda halkın, sağlık çalışanlarının, öğrencilerin ve din görevlilerinin genel olarak şizofreni tanısı olan bireylere yönelik ayrımcı ve etiketleyici tutum gösterdikleri belirtilmektedir. [7][8][9][10][11] Bakım elemanlarının da toplumu temsil ettiğini düşünülürse, olumsuz tutum ve yaklaşımlarının olabileceği söylenebilir.…”

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The Effects of Psychoeducation Given to Care Staff in Private Care Centers on their Knowledge, Attitudes, and Approaches about Schizophrenia

Gökmen¹,

Okanlı²

2017

HEAD

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ÖZAmaç: Bu araştırma psikoeğitimin, özel bakım merkezlerinde çalışan bakım elemanlarının şizofreniye yönelik bilgi, tutum ve yaklaşımlarına etkisini incelemek amacıyla yapıldı. Araştırma, 01.11.2011-28.06.2013 tarihleri arasında Ağrı ilindeki özel bakım merkezlerinde çalışan, araştırmaya katılmayı kabul eden 68 bakım elemanı ile gerçekleştirildi. Araştırma karşılaştırmalı gruplarda ön test/son test yarı deneysel olarak yapıldı. Verilerin toplanmasında, tanıtıcı bilgi formu ve şizofreniye yönelik bilgi, tutum ve yaklaşımlarla ilgili anket formu kullanıldı. Psikoeğitim; her bir gruba haftada 45 dakikalık bir oturum süresi ayrılarak toplamda 10 haftada 10 oturumdan oluşacak şekilde düzenlendi. Oturum grupları, 3 kişi-den oluşacak şekilde 12 gruba, 12 grup haftanın 3 gününe ve günün de 4 farklı eğitim saatine göre oluşturuldu. Verilerin değerlendirilme-sinde yüzdelik dağılımlar ve ki-kare testi kullanıldı. Bulgular: Psikoeğitim sonrasında bakım elemanlarının, psikoeğitim öncesine ve karşılaştırma gurubuna göre, şizofreni hastalığının nedenleri, tedavisi, ilaçları ve hastaların toplumsallaşması ile ilgili bilgi düzey-lerinin arttığı ve sonuçların istatistiksel olarak önemli olduğu bulundu (p<0.001). Psikoeğitim sonrasında bakım elemanlarının, psikoeğitim öncesine ve karşılaştırma gurubuna göre, şizofreni tanısı olan bireye yönelik iletişim, beslenme, uyku, kontrolsüz davranış ile, iş/uğraşla ve kurallarla ilgili yaklaşımları ele alındığında, olumsuz yaklaşımlarının azaldığı olumlu yaklaşımlarının arttığı tespit edildi. Yöntem: ABSTRACT Aim:To determine the effects of psychoeducation given to the care staff working in private care centers on their knowledge, attitudes and approaches about schizophrenia. Methods:This study was conducted between November 2011 and June 2013 in private care centers in the city of Ağrı. Sixtyeight care staff who agreed to participate in this quasi-experimental research which included a pre-test, post-test, and comparative group. An introductory information form and schizophrenia-oriented questionnaire form related to knowledge, attitudes and approaches were used for gathering data. For the psychoeducation, ten 45-minute training sessions were arranged once a week for ten weeks. There were twelve groups each consisting of three participants. Another twelve groups were arranged over three days in one week with four different training times. Percentage distributions and chi-square test were used in the evaluation of the data.Results: After psychoeducation, it was found that the knowledge of the care staff increased regarding the causes, treatment and medication of schizophrenia and the socialization of the patients when compared to the comparative group and pre-psychoeducation. It was also found that the results were statistically important (p<0.001). After the psychoeducation, compared to the pre-psychoeducation and comparative group and when the attitudes of the care staff against the communication, nutrition, sleep, uncontrolled behavior, occupation and rules related with the patients who...

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Effectiveness of psychoeducational intervention for rural Chinese families experiencing schizophrenia

Cited by 178 publications

References 22 publications

Patient education improves adherence to peg-interferon and ribavirin in chronic genotype 2 or 3 hepatitis C virus infection: A prospective, real-life, observational study

Patient education improves adherence to peg-interferon and ribavirin in chronic genotype 2 or 3 hepatitis C virus infection: A prospective, real-life, observational study

A situation analysis of mental health services and legislation in Ghana: challenges for transformation

The Effects of Psychoeducation Given to Care Staff in Private Care Centers on their Knowledge, Attitudes, and Approaches about Schizophrenia

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