Learning about ovarian cancer at the time of diagnosis: Video versus usual care

Geller, Melissa A.; Downs, Levi S.; Judson, Patricia L.; Ghebre, Rahel; Argenta, Peter A.; Carson, Linda F.; Jonson, Amy L.; Godfrey, Kristen; Petzel, Sue V.

doi:10.1016/j.ygyno.2010.06.032

Cited by 18 publications

(20 citation statements)

References 38 publications

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“…However, based on the post hoc analysis, it was evident that both message-framed video groups were superior to the lecture-type group in increasing diabetes management knowledge (Table 4). These results support other reports that are published elsewhere (Gazzinelli et al, 2010;Geller et al, 2010;Zossou, Van Mele, Vodouhe, & Wanvoeke, 2010;David & Asamoah, 2011;Cai & Abbott, 2013;Jensen et al, 2013;Wieland et al, 2013;Cusimano, Chipman, Donnelly, & Hutchison, 2014).…”

Section: Discussionsupporting

confidence: 93%

Effects of message‐framed informational videos on diabetes management knowledge and self‐efficacy

Paragas

Barcelo

2019

Int J of Nursing Practice

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Aim Nurses play an essential role in improving health‐related knowledge and self‐efficacy of patients through health education. This study aimed to investigate the effects of message‐framed informational videos on diabetes management knowledge and self‐efficacy in patients with type 2 diabetes. Methods A quasi‐experimental pretest and posttest design with two experimental and one standard care comparison groups was carried out to examine the effects of the message‐framed videos. The two message‐framed informational videos were developed to provide health teachings about diabetes self‐care. The knowledge and self‐efficacy of the two video groups and lecture comparison group were measured before and after the intervention using valid and reliable instruments established by the authors. Results After the intervention, the knowledge and self‐efficacy of the two experimental groups were significantly higher than the comparison group. No significant difference was found in the knowledge scores between the two experimental groups, but a significant difference was noted in the average increase in their self‐efficacy. Conclusion Message‐framed informational videos can be effective in increasing the diabetes management knowledge and self‐efficacy, and a gain‐framed rather than loss‐framed approach can be superior in increasing self‐efficacy.

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Section: Discussionsupporting

confidence: 93%

Effects of message‐framed informational videos on diabetes management knowledge and self‐efficacy

Paragas

Barcelo

2019

Int J of Nursing Practice

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“…Among communication‐focused studies, three used a question prompt list to aid patients in communicating with their doctors; one used a web‐based communication aid, and one was a communication support intervention facilitated by a nurse . Two knowledge/decision‐making studies provided patients with educational videos, while the other used a decision aid . Symptom‐focused studies used videos and booklets to educate patients on pain management …”

Section: Resultsmentioning

confidence: 99%

“…Most studies (over 90%) did not report any cointerventions in the patient exclusion criteria or monitoring of any cointerventions. In regard to protocol fidelity, the majority of studies (87%) reported one or more measures to ensure consistency in treatment delivery, most commonly through treatment manuals, ing quality of life 11,12 and symptom management 25,27,29 ; meaningcentred psychotherapy 32,36,38 and life review interventions 49,50 in improving sense of meaning and quality of life; education interventions in improving satisfaction in patient-health care provider communication, and decision-making agency 65,66 ; and music therapy in decreasing anxiety and improving quality of life. [71][72][73][74] We note that a proportion of studies included in our review were feasibility studies and/or were not powered to detect intervention effectiveness.…”

Section: Methodological Quality Of Studiesmentioning

confidence: 99%

Psychosocial interventions for advanced cancer patients: A systematic review

2019

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Objective Psychosocial care for advanced cancer encompasses a wide range of interventions that help patients make life‐changing decisions, manage debilitating symptoms, confront impending mortality, and improve other patient outcomes. Psychosocial care is becoming increasingly available to advanced cancer patients; however, an overview of the various types of interventions is lacking. Methods The current review systematically examined randomised‐controlled trials of psychosocial interventions for advanced cancer patients from January 2007 to June 2018. MEDLINE, CINAHL Plus, PsycINFO, and Scopus databases were searched, and a total of 68 studies were included in the review. Results We found a range of psychosocial interventions studies and grouped them based on six theoretical/clinical approaches: cognitive behavioural therapy based; meaning enhancing; dignity, life review, and narrative; other counselling; education only; and music, writing, and others. The different psychosocial interventions had significantly varied characteristics (eg, format, duration, and resources used) to address issues faced by advanced cancer patients. There is compelling evidence for the use of meaning‐centred psychotherapy to improve meaning and quality of life and use of question prompt lists and communication skills training to improve communication with health care providers. Conclusions Some psychosocial interventions are further along in establishing evidence for effectiveness. Our findings demonstrate a growing capacity within the field to meet the psychosocial needs of advanced cancer patients. Lessons and direction in clinical practice and future research endeavours are discussed.

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“…At least one previous study of hearing women diagnosed with ovarian cancer found that watching an educational video was effective in increasing participants’ knowledge of ovarian cancer, compared to the control arm’s video about gardening [29]. A video approach to educating Deaf women is particularly important, as it may be one of their few ASL-accessible sources of information about ovarian cancer.…”

Section: Discussionmentioning

confidence: 99%

Ovarian Cancer: Deaf and Hearing Women’s Knowledge Before and After an Educational Video

Jensen

Nakaji²,

Harry

et al. 2013

J Canc Educ

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Members of the Deaf community report language and cultural barriers to accessing health information and care. This study evaluated whether an ovarian cancer education video in American Sign Language with English captioning and voiceover could close the anticipated knowledge gap between Deaf and hearing women’s cancer knowledge. Consented Deaf (n = 55) and hearing (n = 52) women’s General, Ovarian, and Total Cancer Knowledge were assessed before and after viewing the video. At baseline, hearing women demonstrated significantly higher General, Ovarian, and Total Cancer Knowledge scores than Deaf women. By the post-test, all of Deaf women’s knowledge scores had increased, closing the baseline gap. However, hearing women’s post-video knowledge had also increased, thereby creating a new knowledge gap. The ovarian cancer education video offers an effective method to increase ovarian and general cancer knowledge for Deaf and hearing women.

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Learning about ovarian cancer at the time of diagnosis: Video versus usual care

Cited by 18 publications

References 38 publications

Effects of message‐framed informational videos on diabetes management knowledge and self‐efficacy

Effects of message‐framed informational videos on diabetes management knowledge and self‐efficacy

Psychosocial interventions for advanced cancer patients: A systematic review

Ovarian Cancer: Deaf and Hearing Women’s Knowledge Before and After an Educational Video

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