<p>Instruments for Patient Education: Psychometric Evaluation of the Expected Knowledge (EKhp) and the Received Knowledge of Hospital Patients (RKhp)</p>

Abstract

Purpose In patient education, there is a need for valid and reliable instruments to assess and tailor empowering educational activities. In this study, we summarize the process of producing two parallel instruments for analyzing hospital patients’ expectations (Expected Knowledge of Hospital Patients, EKhp) and received knowledge (Received Knowledge of Hospital Patients, RKhp) and evaluate the psychometrics of the instruments based on international data. In the instruments, six elements of empowering knowledge are included (bio-physiological, functional, experiential, ethical, social, and financial). Patients and Methods The original Finnish versions of EKhp and RKhp were tested for the first time in 2003, after which they have been used in several national studies. For international purposes, the instruments were first translated into English, then to languages of the seven participating European countries, using double-checking procedure in each one, and subsequently evaluated and confirmed by local researchers and language experts. International data collection was performed in 2009–2012 with a total sample of 1,595 orthopedic patients. Orthopedic patients were selected due to the increase in their numbers, and need for educational activities. Here we report the psychometrics of the instruments for potential international use and future development. Results Content validities were confirmed by each participating country. Confirmatory factor analyses supported the original theoretical, six-dimensional structure of the instruments. For some subscales, however, there is a need for further clarification. The summative factors, based on the dimensions, have a satisfactory internal consistency. The results support the use of the instruments in patient education in orthopedic nursing, and preferably also in other fields of surgical nursing care. Conclusion EKhp and RKhp have potential for international use in the evaluation of empowering patient education. In the future, testing of the structure is needed, and validation in other fields of clinical care besides surgical nursing is especially warranted.

Validation of the Spanish Version of the Double Knowledge Expectations and Received Knowledge Significant Other Scale for Informal Caregivers of People with Dementia (KESO-DEM/RKSO-DEM)

“…These results confirm that the greater the need for information, the more knowledge the caregivers expect to receive. As such, education of patients and caregivers as a nursing goal is fundamental in achieving positive health outcomes and cost-effectiveness [12,13]. In fact, various studies indicate that some caregivers experience certain difficulties obtaining information on subjects related to their family member and the illness.…”

“…Leino-Kilpi et al (2020), state that empowerment is fundamental in the care process for various health issues and should be one of the care objectives in nursing [12]. They add that the knowledge that facilitates empowerment can be divided into six dimensions: biophysiological, functional, experiential, ethical, social, and financial [13].…”

“It's Not Just a Plaster Cast, My Leg Is in It!”

“…Patient education and the active participation of patients in the process have been universally defined as being strategically important. Understanding the experience of patients who are receiving nursing care, and strengthening the patient education offered so that it is based on this patient experience, is the best way of assisting patients (Leino-Kilpi et al, 2020). Nursing care based on patient experiences makes a difference in individualized care: It supports the provision of holistic care to the patient and their family, and it supports improvements in quality of life.…”

Empowering Healthcare Through User Feedback: A Multidimensional Analysis of the Knowledge

“… 14 Meeting service users’ knowledge expectations can contribute to attaining health-related goals and improving the quality of healthcare. 12 , 17 In order to be empowering, knowledge should be understandable and clear for service users as well as being sufficient 18 and multi-dimensional. 13 Empowering patient education can function as a key activity in promoting empowering, participatory and high-quality healthcare.…”

“…Empowering knowledge has been indicated to be multidimensional, consisting of at least seven areas: biophysiological (eg, health condition, symptoms and corresponding treatments), cognitive (eg, using and evaluating acquired knowledge towards one’s health benefit), functional (eg, mind and body functions such as mobility, rest, nutrition, and ability to act), experiential (eg, earlier experiences related to power and management of one’s health issues), ethical (eg, perceptions of being valued and respected), social (eg, social interactions and relationships), and financial (eg, resources and costs of care). 13 These empowering knowledge areas have been studied in the hospital context, 12 but previous studies on feedback from service users’ knowledge perspective are lacking. 4 Therefore, specific interest was generated towards hospital service users’ feedback on the knowledge.…”