Peer educator vs. respiratory therapist support: Which form of support better maintains health and functional outcomes following pulmonary rehabilitation?

Wong, Eric; Jennings, Cally; Selzler, Anne-Marie; Simmonds, Lindsay G.; Hamir, Rashida; Stickland, Michael K.

doi:10.1016/j.pec.2013.12.008

Cited by 17 publications

(11 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Peer support services can be useful in the care of severely mentally ill persons 1,2 as well as in chronic disease management. 3,4 Evidence on the use of peers to address emotional distress in diabetes in primary care settings is emerging, 5 but use of peers in mental health has largely focused on individuals with severe mental illness and specialty mental health settings. Furthermore, much remains to be elucidated in terms of efficacy and process, such as selection of peer mentors, training, and supervision.…”

mentioning

confidence: 99%

An Innovative Model of Depression Care Delivery: Peer Mentors in Collaboration with a Mental Health Professional to Relieve Depression in Older Adults

Joo

Hwang

Abu

et al. 2016

The American Journal of Geriatric Psychiatry

View full text Add to dashboard Cite

Objectives Traditional mental health services are not used by a majority of older adults with depression, suggesting a need for new methods of health service delivery. We conducted a pilot study using peer mentors to deliver depression care to older adults in collaboration with a mental health professional. We evaluated the acceptability of peer mentors to older adults and examined patient experiences of the intervention. Methods Six peer mentors met 30 patients for 1 hour weekly for 8 weeks. A mental health professional provided an initial clinical evaluation as well as supervision and guidance to peer mentors concurrent with patient meetings. We measured depressive symptoms at baseline and after study completion, and depressive symptoms and working alliance at weekly peer-patient meetings. We also interviewed participants and peer mentors to assess their experiences of the intervention. Results Ninety-six percent of patients attended all eight meetings with the peer mentor and PHQ-9 scores decreased for 85% of patients. Patients formed strong, trusting relationships with peer mentors. Patients emphasized the importance of trust, of developing a strong relationship, and of the credibility and communication skills of the peer mentor. Participants described benefits such as feeling hopeful, and reported changes in attitude, behavior, and insight. Conclusions Use of peer mentors working in collaboration with a mental health professional is promising as a model of depression care delivery for older adults. Testing of effectiveness is needed and processes of recruitment, role definition, and supervision should be further developed.

show abstract

mentioning

confidence: 99%

An Innovative Model of Depression Care Delivery: Peer Mentors in Collaboration with a Mental Health Professional to Relieve Depression in Older Adults

Joo

Hwang

Abu

et al. 2016

The American Journal of Geriatric Psychiatry

View full text Add to dashboard Cite

show abstract

“…One characteristic of studies on successful interventions with peer support is that they were undertaken among people in the same situation. 8 However, studies with older adults from ethnically diverse communities 24 and studies using telephone peer support 25 have shown negative results due to fewer close relationships. Therefore, buddy-style interventions are likely to be successful in situations conducive to building relationships (e.g.…”

Section: Discussionmentioning

confidence: 99%

The effect of a buddy-style intervention on physical activity in community-dwelling older adults with disabilities: A 24-week follow-up of a randomized controlled trial

Takeda

Takatori

2022

Clin Rehabil

View full text Add to dashboard Cite

Objective To assess the sustained effects of a buddy-style intervention aiming to improve physical activity. Design A parallel-group, open-label, randomized controlled trial. Setting Three adult day-care centers. Participants Sixty-five community-dwelling older adults with disabilities. Intervention All participants received a 12-week home-based exercise program. An intervention group ( n = 33) received a 5–10 min buddy-style intervention once a week at an adult day-care center for older adults. Main measures The primary outcome was the average daily time spent performing “walking outside home” and “muscle strength exercises” at 24 weeks follow-up post-intervention. Results Of the 65 participants, one participant in each group dropped out before the program began, 4 and 5 in the intervention and control groups by the 12-week assessment, and 4 and 3 by the 24-week assessment, respectively. Analysis of covariance of the 47 participants who were able to be assessed after 24 weeks revealed that outdoor walking time (min/day) was significantly longer in the intervention group ( n = 24) than in the control group ( n = 23) at 24 weeks (intervention group, 73.5 [66.1]; control group, 42.7 [45.5]; P = 0.030, f = 0.38). There was no significant difference in the duration of muscle strength exercises (min/day) between the two groups at 24 weeks (intervention group, 8.2 [9.7]; control group, 6.5 [9.3]; P = 0.593, f = 0.08). Conclusions The buddy-style intervention increased the duration of outdoor walking, with a sustained effect up to 12 weeks after the end of the intervention.

show abstract

“…A su vez, se adicionaron 60 minutos por semana en los que un profesional del programa de RP brindaba el componente educativo grupal en temas relacionados con: conocimiento de la enfermedad, importancia de dejar el hábito de fumar, uso de inhaladores, reconocimiento de signos de alarma, uso del oxígeno domiciliario, alimentación adecuada, técnicas de conservación de energía y ejercicios respiratorios domiciliarios. 12 Los pacientes podían asistir en compañía de un familiar donde tenían la oportunidad de compartir sus experiencias y preguntas sobre el manejo de su enfermedad con los demás asistentes; en todas las sesiones grupales un profesional a cargo se encargaba de moderar la sesión y resolver las inquietudes de los participantes. Adicionalmente, un profesional de la salud externo al programa de RP, entrenado en seguimiento y educación en pacientes con enfermedades respiratorias crónicas, brindaba refuerzo educativo sobre las temáticas abordadas de manera presencial dos veces a la semana mediante llamada telefónica a celular o teléfono local.…”

Section: Programa Educativounclassified

Rehabilitación pulmonar y componente educativo individual/grupal con seguimiento telefónico en pacientes con enfermedad pulmonar obstructiva crónica (EPOC)

2022

Respirar

View full text Add to dashboard Cite

Introducción: la enfermedad pulmonar obstructiva crónica (EPOC) ocasiona, en los pacientes que la padecen, disnea progresiva. Los componentes de la rehabilitación pulmonar (RP) incluyen el ejercicio físico, educación y cambio del comportamiento. Adicionar seguimiento educativo telefónico podría ocasionar mejorías adicionales. Objetivo: determinar los cambios en la disnea, capacidad funcional y calidad de vida relacionada con la salud en pacientes con EPOC que realizaron RP; a su vez, determinar los cambios en las necesidades en educación de los pacientes que recibieron componente educativo individual/ grupal y seguimiento telefónico. Métodos: pacientes con EPOC se vincularon a un programa de RP con componente educativo individual/grupal y seguimiento telefónico en una clínica en la ciudad de Cali-Colombia. Se evaluó la disnea según la escala Medical Research Council modificada (mMRC), la distancia recorrida en la prueba de marcha de 6 minutos (PM6M), cuestionario respiratorio de Saint George's Respiratory Questionnaire (SGRQ) y las necesidades en educación con el Lung Information Needs Questionnaire (LINQ) antes y después de completar el programa. Resultados: se vincularon 22 pacientes al estudio, una mayor cantidad de hombres con el 68,2%, edad media 64,9 años; se presentaron cambios en la disnea mMRC 0,91±0,29; p=0,002, distancia recorrida 51,37±21,22; p=0,007, SGRQ dominios síntomas, actividades y total (p<0,05), al igual que los dominios conocimiento, autocuidado, ejercicio y total del LINQ. Conclusión: pacientes con EPOC que realizaron RP presentaron mejorías en la distancia recorrida, la disnea y la calidad de vida; adicionalmente, el componente educativo individual/grupal y seguimiento telefónico ocasionaron mejorías en la educación de los pacientes.Palabras clave: educación para la salud, rehabilitación, enfermedad pulmonar obstructiva crónica (EPOC), teléfono.

show abstract

Peer educator vs. respiratory therapist support: Which form of support better maintains health and functional outcomes following pulmonary rehabilitation?

Cited by 17 publications

References 29 publications

An Innovative Model of Depression Care Delivery: Peer Mentors in Collaboration with a Mental Health Professional to Relieve Depression in Older Adults

An Innovative Model of Depression Care Delivery: Peer Mentors in Collaboration with a Mental Health Professional to Relieve Depression in Older Adults

The effect of a buddy-style intervention on physical activity in community-dwelling older adults with disabilities: A 24-week follow-up of a randomized controlled trial

Rehabilitación pulmonar y componente educativo individual/grupal con seguimiento telefónico en pacientes con enfermedad pulmonar obstructiva crónica (EPOC)

Contact Info

Product

Resources

About