Knowledge and attitudes of chronic mentally ill patients before and after medication education

Abstract

This study compares the knowledge and attitudes of 60 patients in a state hospital about medication, before and after structured and unstructured medication education. The purpose was to determine which type of education has more positive effects. A pre- and post-test two-group experimental design was used. The results of this study were not statistically significant in supporting the literature that education has some effect on knowledge or on attitude about taking medication. The study showed similar effects of the method (structured versus unstructured) on increasing knowledge and attitude toward medication. Demographic data from the study suggest a variety of other factors may relate to attitudes and knowledge about medication in the hospital. This study suggests medication education should address demographic factors, incorporate multi-dimensional approaches, include more active patient participation, and utilize one-to-one teaching whenever possible.

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

“…It is unclear in these studies if these questionnaires were piloted and validated prior to use. 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 1993;Kuipers et al 1994;Munetz 1985;Robinson et al 1986), and understanding medication questionnaire . Compliance was assessed using medication error pill counts (Boczkowski et al 1985;Youssef 1984), urinalysis, and self-reports (Boczkowski et al 1985).…”

“…Educational review group at 4-week follow up (reviewed answers with investigators and given printed information to take home) (two sessions) (n = 19) versus control group (no review of answers with investigators and not given printed information to take home (single session) (n = 21) Kleinman et al (1996) 59 patients who were diagnosed with schizophrenia Educational review, multiple session (n = 11) versus single session (n = 15) Kuipers et al (1994) 60 psychiatric patients recruited from large-stage hospital Structured medication education (1 hour each week for 6 weeks) (n = 32) versus unstructured medication education (n = 28) Ley et al (1976) 160 psychiatric outpatients Easy-to-read medication information leaflet (n = 20) versus moderately easy-to-read medication information leaflet (n = 20) versus difficult-to-read medication information leaflet (n = 20) versus received no information leaflet (n = 20) Macpherson et al (1996) 77 patients with DSM-III-R diagnosis of schizophrenia Three educational intensive sessions at weekly intervals using specially designed information booklet (n = 22) versus single educational session using specially designed information booklet (n = 22) versus no education (n = 20) Merinder et al (1999) 46 patients with clinical ICD-10 diagnosis of schizophrenia Didactic interactive education (eight-session intervention focusing on schizophrenia, medications and signs of relapse) (n = 23) versus no education (n = 23) Munetz and Roth (1985) 25 chronically ill patients with schizophrenia and tardive dyskinesia Formal written presentation (presented with a written consent form about tardive dyskinesia) (n = 12) versus informal oral presentation (included discussion about tardive dyskinesia) (n = 13) Perry et al (1999) 69 patients with clinical diagnosis of bipolar disorder (manic depressive psychosis) 7-12 Individual treatment sessions (included training the patient to identify prodromal symptoms of manic or depressive relapse and rehearsing of an action plan plus routine treatment) (n = 34) versus routine treatment (included drug treatment monitoring of mood and adherence to treatment support and education about bipolar disorder) (n = 35) Robinson et al (1986) 150 hospitalized patients on four acute care wards Medication sheet and verbal information (n = 50) versus medication information sheet (n = 50) versus standard education (n = 50) Seltzer et al (1980) 67 patients with a diagnosis of schizophrenia, bipolar and unipolar disorder…”

“…Knowledge retention Six trials (Angunawela & Mullee 1998;Brown et al 1987;Kuipers et al 1994;Munetz & Roth 1985;Robinson et al 1986;Streicker et al 1986) that compared the effects of a structured and an unstructured education programme on the knowledge levels in patients with a mental illness were included in this review. For the purpose of this review structured information was defined as receiving information in a planned manner (e.g.…”

“…Five trials (Brown et al 1987;Kuipers et al 1994;Munetz & Roth 1985;Robinson et al 1986;Streicker et al 1986) that compared the knowledge score at baseline with the follow up demonstrated a statistically significant increase in knowledge retention in patients who were provided structured education. Only two trials reported a statistically significant increase (P < 0.001 -Angunawela & Mullee 1998; P < 0.04 - Streicker et al 1986) in knowledge levels between patients who were provided structured education and those who were not.…”

Consent and long‐term neuroleptic treatment

“…This can necessitate the process of information giving to be delivered in sessions of short duration that are extended over a period of time. An interactive approach on a one‐to‐one basis has been seen to be the most effective method of education (Kuipers et al . 1994).…”