“Theory Does Not Get You From Bed to Wheelchair”: A Qualitative Study on Patients’ Views of an Education Program in Spinal Cord Injury Rehabilitation

Bernet, Madeleine; Sommerhalder, Kathrin; Mischke, Claudia; Hahn, Sabine; Wyss, Adrian

doi:10.1097/rnj.0000000000000175

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…Improved ‘overall well-being’ was a finding but not defined. Bernet et al, ( 2019 ) Switzer-land Evaluate patient perspectives and experiences of a nurse-guided education program Semi-structured individual interviews- shortly before discharge and 5–6 months post-discharge 10 people with SCI Aged 19–67 years L2-C3 injury Nurse-led individualized education program in inpatient setting Improved well-being was a finding, but not defined. Block et al, ( 2010 ) USA Evaluate outcomes of a capacity-building program, in terms of self-efficacy, ability to set and achieve goals, and independent living status Mixed-methods: Non-randomized controlled trial Semi-structured individual interviews 35 people with long-term neurological impairment in broader study (16 with SCI), 19 were interviewed (10 with SCI) Mean age 44 Community-based capacity-building program Control groups: wait list or no intervention Background included literature about link between well-being, goal setting ability and self-efficacy.…”

Section: Resultsmentioning

confidence: 99%

“…They also valued having their own problem-solving skills recognized and enhanced: an important way to gain autonomy in the long term. Their own efforts, character and determination were also crucial: “ … what helped me the most was my own will to be independent ” (Bernet et al, 2019 ) p.6. Connections with others were important, and services were valued when they facilitated interaction with peers and provided opportunities to engage with significant others: “ … gives me an opportunity to do something together that we both like” (Hutchinson et al, 2003 ) p.152.…”

Section: Resultsmentioning

confidence: 99%

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Exploring well-being services from the perspective of people with SCI: A scoping review of qualitative research

Simpson

Villeneuve

Clifton

2021

International Journal of Qualitative Studies on Health and Well

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Objective Well-being after spinal cord injury is affected by a range of factors, many of which are within the influence of rehabilitation services. Although improving well-being is a key aim of rehabilitation, the literature does not provide a clear path to service providers who seek to improve well-being. This study aimed to inform service design by identifying the experience and perspective of people with SCI about interventions targeting their well-being. Method The scoping review of qualitative literature used thematic analysis to identify and categorize themes related to service activities, valued aspects, limitations and perceived outcomes. Results Thirty-eight studies were selected, related to a range of service types. Most studies did not adopt a well-being conceptual framework to design and evaluate the services. People with SCI particularly valued being treated with dignity, positive expectations, increased autonomy and peer support. Improvements to well-being were reported, including many years post-SCI. However, people with SCI reported limited opportunities to engage in such services. Conclusions Rehabilitation services can improve well-being across the lifetime of people with SCI, but gaps in service provision are reported. The review identified valued aspects of services that may inform service design, including staff approach and positive expectations, having own skills and worth valued, peer support and interaction, autonomy in valued occupations, and long-term opportunities for gains.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Exploring well-being services from the perspective of people with SCI: A scoping review of qualitative research

Simpson

Villeneuve

Clifton

2021

International Journal of Qualitative Studies on Health and Well

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“…Family caregivers have received increasing attention for their fundamental responsibilities in maintaining SCI survivors’ motivation and well-being [ 39 ]. Moreover, peer support, especially during sports and leisure activities, has been shown to help people with disabilities feel socially recognised, as well as enhancing education effectiveness [ 40 ]. Involving families and peers to overcome distress in the acute phase, even in recreational sports or group activities, was found to be helpful for people with SCI, as it improved self-confidence, self-efficacy, readiness to face ADL [ 40 ], and re-hospitalisation rates [ 34 , 41 ].…”

Section: Discussionmentioning

confidence: 99%

Barriers and facilitators of education provided during rehabilitation of people with spinal cord injuries: A qualitative description

Conti¹,

Dimonte²,

Rizzi³

et al. 2020

PLoS ONE

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Background After a spinal cord injury (SCI), individuals must acquire their maximum level of independence before returning to their previous social and working conditions. The education provided during rehabilitation is one of the basic but complex aspects that influence the health perspectives of people with SCI. Gaining the perspective of SCI survivors experienced barriers and resources to enhance the education process may assist healthcare professionals in understanding this complex aspect of their practice. Through a qualitative descriptive analysis, this study aimed to identify the perceived barriers and facilitators of education provided during the rehabilitation of individuals with SCI. Methods A purposive sample of 22 adults with SCI and at least six months of home experience was recruited. Participants were assigned into four mini focus groups according to their level of independence. The focus groups were audio-recorded, transcribed verbatim, and analysed using a thematic analysis. Results Three themes were identified: the readiness to education, the individual characteristics, and the environmental and social characteristics influencing education. Participants perceived education to be an ongoing process made up of consecutive phases, each of which had to be overcome before participants felt ready to reappraise their health and well-being. This process was affected by individual, environmental, and social factors. Conclusions Education is constantly provided by all members of the rehabilitation team. These must stress the relevance of the contents presented, increase SCI survivors’ motivation to set achievable goals, and consider filling the gap that the patients perceive between rehabilitation centres and available community resources. The findings of this study promote the design of structured educational programmes, increasing knowledge, and improve the health perspective of SCI survivors, their families, and providers.

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“…The stress and burden of the SCI affect the patient, family, and support and healthcare systems (Ferguson et al, 2021; Reynolds et al, 2018). The treatment and rehabilitation period can be long and intense and requires an interdisciplinary approach (Bernet et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Simulation- vs. Didactic-Based Learning for Rehabilitation Nurses Caring for Patients With Autonomic Dysreflexia

Alvarado

Stutzman

Nairon

et al. 2023

Rehabilitation Nursing

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Purpose: Autonomic dysreflexia (AD) is associated with spinal cord injury, manifesting in symptoms of high blood pressure, bradycardia, headache, diaphoresis, and anxiety. Nurses often manage these symptoms; thus, nursing knowledge of AD is crucial. The purpose of this study was to improve AD nursing knowledge while exploring differences between simulation and didactic learning in nurse education. Design and Methods: This prospective pilot study used two types of learning (simulation vs. didactic) to determine if one was superior to the other regarding nursing knowledge of AD. Nurses were given a pretest, randomized to simulation or didactic learning, and then given a posttest 3 months later. Results: Thirty nurses were enrolled in this study. Seventy-seven percent of nurses held a BSN degree with an average of 15.75 years in nursing. The mean knowledge scores for AD at baseline for the control (13.9 [2.4]) and intervention (15.5 [2.9]) groups were not statistically different ( p = .1118). The mean knowledge scores for AD after either didactic-or simulation-based education for the control (15.5 [4.4]) and intervention (16.5 [3.4]) groups were not statistically different ( p = .5204). Clinical Relevance: Autonomic dysreflexia is a critical clinical diagnosis that requires prompt nursing intervention to prevent threatening consequences. This study focused on how different methods of education best benefited AD knowledge acquisition and how simulation versus didactic learning impacts overall nursing education. Conclusions: As a whole, providing nurses with AD education was helpful in improving their understanding of the syndrome. However, our data suggest that both didactic and simulation are equally effective methods to increase AD knowledge.

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“Theory Does Not Get You From Bed to Wheelchair”: A Qualitative Study on Patients’ Views of an Education Program in Spinal Cord Injury Rehabilitation

Abstract: This research provides valuable information from the patients' perspective for enhancing spinal cord injury patient education. Situational learning, based on the practical parts of patient education and working with peers, is highlighted.

Cited by 4 publications

References 13 publications

Exploring well-being services from the perspective of people with SCI: A scoping review of qualitative research

Exploring well-being services from the perspective of people with SCI: A scoping review of qualitative research

Barriers and facilitators of education provided during rehabilitation of people with spinal cord injuries: A qualitative description

Simulation- vs. Didactic-Based Learning for Rehabilitation Nurses Caring for Patients With Autonomic Dysreflexia

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