Principles and theory guiding development and delivery of patient education in disorders of thrombosis and hemostasis: Reviewing the current literature

Hews‐Girard, Julia; Guelcher, Christine; Meldau, Jennifer; McDonald, Ellen; Newall, Fiona

doi:10.1002/rth2.12030

Cited by 7 publications

(7 citation statements)

References 47 publications

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“…Substantial gaps in research evidence relating to ICT programs delivered in the community health setting by health professionals were identified. There were few co-designed ICT programs (and no documentation of co-design processes) and no reference to specific pedagogical or andragogical educational principles guiding program delivery-gaps identified by other reviews [166,167]. Engaging stakeholders in program development through co-design processes is thought to create programs that are more useful and acceptable to end users [168].…”

Section: Principal Findingsmentioning

confidence: 99%

Community Health Programs Delivered Through Information and Communications Technology in High-Income Countries: Scoping Review

Beks¹,

King²,

Clapham³

et al. 2022

J Med Internet Res

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Background The COVID-19 pandemic has required widespread and rapid adoption of information and communications technology (ICT) platforms by health professionals. Transitioning health programs from face-to-face to remote delivery using ICT platforms has introduced new challenges. Objective The objective of this review is to scope for ICT-delivered health programs implemented within the community health setting in high-income countries and rapidly disseminate findings to health professionals. Methods The Joanna Briggs Institute’s scoping review methodology guided the review of the literature. Results The search retrieved 7110 unique citations. Each title and abstract was screened by at least two reviewers, resulting in 399 citations for full-text review. Of these 399 citations, 72 (18%) were included. An additional 27 citations were identified through reviewing the reference lists of the included studies, resulting in 99 citations. Citations examined 83 ICT-delivered programs from 19 high-income countries. Variations in program design, ICT platforms, research design, and outcomes were evident. Conclusions Included programs and research were heterogeneous, addressing prevalent chronic diseases. Evidence was retrieved for the effectiveness of nurse and allied health ICT-delivered programs. Findings indicated that outcomes for participants receiving ICT-delivered programs, when compared with participants receiving in-person programs, were either equivalent or better. Gaps included a paucity of co-designed programs, qualitative research around group programs, programs for patients and carers, and evaluation of cost-effectiveness. During COVID-19 and beyond, health professionals in the community health setting are encouraged to build on existing knowledge and address evidence gaps by developing and evaluating innovative ICT-delivered programs in collaboration with consumers and carers.

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Section: Principal Findingsmentioning

confidence: 99%

Community Health Programs Delivered Through Information and Communications Technology in High-Income Countries: Scoping Review

Beks¹,

King²,

Clapham³

et al. 2022

J Med Internet Res

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“…The aim of patient education is to enable ‘individuals to make informed decisions about their personal health‐related behaviour’ 18 . Several educational theories have provided a framework of patient education, but defining the optimal content components, appropriate format, timing and duration is still an unmet goal in OAC patient education 19 …”

Section: Introductionmentioning

confidence: 99%

“…18 Several educational theories have provided a framework of patient education, but defining the optimal content components, appropriate format, timing and duration is still an unmet goal in OAC patient education. 19 One valid method of exploring important aspects of optimal patient education is to use qualitative research methods to seek input from key stakeholders. To inform our randomized controlled trial evaluating the coordination of OAC management early posthospital discharge in adults (NCT02777047), we conducted focus groups on barriers and facilitators to optimising oral anticoagulant therapy management.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of patients and healthcare providers on patient education to improve oral anticoagulant management

Mei

Swinton

Troyan

et al. 2022

Evaluation Clinical Practice

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Rationale and Objectives Education of patients is thought to be key to high‐quality oral anticoagulant (OAC) medication management. Theoretically, improving patients' knowledge should improve their self‐management skills and adherence. The study's objective was to explore the opinions of healthcare providers and patients on the desired content and format of patient education on OACs, in addition to perceived barriers to high‐quality patient education. Methods We applied qualitative descriptive methods in a focus group study on OAC management. Five focus group discussions were conducted in two health regions in Southwestern Ontario from 2017 to 2018 with 19 patients, 7 caregivers and 16 healthcare providers (physicians, nurses and pharmacists). During the focus groups, participants discussed their experiences with OAC education and made suggestions about the content and format for patient education on OACs. Transcripts were analysed using conventional content analysis. Results We identified the five themes of patient education on OAC management: content of OAC education (rationale, risk and appropriate drug administration methods), the best times for providing OAC education (time of OACs initiation along with continuing education), preferred education delivery strategies (case management targeted patient information summaries from authoritative sources such as Thrombosis Canada and video education), patient and community pharmacist engagement in OAC education, and perceived barriers to optimal patient education (patients depending too much on their healthcare providers for advice, the limited time patients spend with healthcare providers, gaps in clear communication between providers and the lack of a nationally or provincially coordinated OAC management programme). Conclusion Our findings suggest that patients, caregivers and healthcare providers support the need for education on OACs, including for patients taking DOACs. Specific important content and proper education format are needed. The optimal combination of content, format, duration, timing and sources for OAC education requires further research.

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“…7 Additionally, developers of educational interventions rarely incorporate any learning theories or strategies when creating their tools or testing their effectiveness. 8…”

Section: Introductionmentioning

confidence: 99%

“…Clinical education that has implemented them into their development have shown improved clinical outcomes. However, a systematic review of thrombosis and hemostasis education found that only two studies (one in pediatrics, one in adults) out of 16 incorporated learning theories into their patient education 8. Those that did incorporate learning theories in their development didn't measure outcomes that would lead to conclusions about whether learning based education is better or worse.…”

mentioning

confidence: 99%

A survey of current anticoagulation patient education practices and development

Jones

Saunders

Vazquez

et al. 2021

Preprint

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Introduction: Anticoagulants are high-risk medications widely used to prevent and treat thrombotic events, resulting in a need for adequate patient education to minimize harm. While anticoagulant patient education interventions can improve knowledge and surrogate outcomes, they may not represent current practice. Our objective was to determine provider perceptions of anticoagulation patient education at their institution. Methods: A quantitative survey was distributed through a national professional organization and across several health systems. Questions included educational delivery methods, perceived effectiveness, evaluation of patient knowledge, development of patient education, and demographics. Results: The 61 survey respondents were 79.0% female, 86.2% white, and an average age of 43. Most respondents (95%) complete patient education interventions in one session. Providers reviewed educational topics in 37% of daily patient interactions. 59% of respondents reported reasons for not performing patient knowledge checks included no formal process requiring knowledge checks, lack of time, and forgetting. The majority (93.4%) reported their patient education process was somewhat or very effective. The main reason underlying perceived less effective patient education was too much information in one session. Thirty-four respondents had some knowledge of patient education development at their institution. Most of these (82.9%) indicated their educational process's development relied on expert opinion. In comparison, 22.9% indicated utilizing user-based design, and 10 (28.9%) respondents used learning theories. Conclusion: While most providers felt patient education was effective, they reported reviewing education with patients daily. The lack of formal knowledge checks and best practices in developing patient education tools are significant gaps to address.

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Principles and theory guiding development and delivery of patient education in disorders of thrombosis and hemostasis: Reviewing the current literature

Cited by 7 publications

References 47 publications

Community Health Programs Delivered Through Information and Communications Technology in High-Income Countries: Scoping Review

Community Health Programs Delivered Through Information and Communications Technology in High-Income Countries: Scoping Review

Perceptions of patients and healthcare providers on patient education to improve oral anticoagulant management

A survey of current anticoagulation patient education practices and development

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