Empowerment-Based Education in Urological Patients: A Scoping Review

2021 ◽  
pp. 105477382110303
Author(s):  
Giulia Villa ◽  
Emanuele Galli ◽  
Vittoria Azzimonti ◽  
Marianna Doneda ◽  
Noemi Giannetta ◽  
...  
Keyword(s):  
Support Groups ◽  
Scoping Review ◽  
Educational Interventions ◽  
Educational Programs ◽  
Cochrane Library ◽  
Negative Effects ◽  
Management Interventions ◽  
Urological Cancers ◽  
Educational Processes ◽  
Urological Intervention

Prostate, kidney, and bladder cancer are the three most frequently diagnosed urological cancers. Educational programs could teach patients to become experts in disease management. The aim of this scoping review was to explore the literature to identify the educational requirements and strategies for improving and implementing educational processes for urological patients undergoing surgery. We searched several databases, including PubMed, CINAHL, Embase, Scopus, PsycINFO, and Cochrane Library. All adult patients undergoing urological educational interventions were included in the review. Of 3,197 initially identified articles, 42 were retained. Urological patients undergoing prostatectomy, cystectomy, and nephrectomy require cognitive, psychological, and functional support. For each level of support, several methods exist to provide support, including informational brochures, preoperative counseling, telephone support, online content, educational videos, support groups, individual stress management interventions, peer support, online interventions, partner support, and various educational programs that help the patient manage negative effects associated with the urological intervention.

scholarly journals Education and Social Support as Key Factors in Osteoarthritis Management Programs: A Scoping Review

Arthritis ◽  
2018 ◽  
Vol 2018 ◽  
pp. 1-8 ◽  
Author(s):  
Shabana Amanda Ali ◽  
Kristina M. Kokorelias ◽  
Joy C. MacDermid ◽  
Marita Kloseck
Keyword(s):  
Social Support ◽  
Health Care ◽  
Scoping Review ◽  
Health Care Professionals ◽  
Management Strategies ◽  
Self Management ◽  
Cochrane Library ◽  
Group Settings ◽  
Management Interventions ◽  
Positive Social Interaction

Systematic reviews of self-management programs for osteoarthritis suggest minimal evidence of benefit and indicate substantial heterogeneity in interventions. The purpose of this scoping review was to describe the nature of self-management interventions provided to patients with osteoarthritis focusing on the inclusion and type of education and social support components. We searched PsycINFO, EMBASE, MEDLINE, and Cochrane Library databases from 1990 to 2016 to identify studies addressing community-based management strategies for osteoarthritis that included aspects of disease-specific education and ongoing social support. Results are presented as a narrative synthesis to facilitate integration of diverse evidence. Data were extracted from 23 studies that met our inclusion and exclusion criteria, describing complex, multicomponent interventions for osteoarthritis. All studies included education components, and 18 of these were osteoarthritis-specific. Social support was most often offered through peers and health care professionals, but also through exercise trainers/instructors and researchers, and lasted between 5 and 52 weeks. We charted positive social interaction offered by peers in group settings and emotional/informational support offered by health care professionals. Overall, descriptions of self-management provided limited documentation of the rationale or content of the programs. This suggests that more precise definitions of the theoretical underpinnings, components, and mechanisms would be useful for greater insight into best practices for osteoarthritis self-management programs.

scholarly journals Pharmacist-led educational interventions provided to healthcare providers to reduce medication errors: A systematic review and meta-analysis

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0253588
Author(s):  
Myriam Jaam ◽  
Lina Mohammad Naseralallah ◽  
Tarteel Ali Hussain ◽  
Shane Ashley Pawluk
Keyword(s):  
Systematic Review ◽  
Medication Error ◽  
Medication Errors ◽  
Meta Analysis ◽  
Healthcare Providers ◽  
Educational Interventions ◽  
Educational Programs ◽  
Error Rates ◽  
Audit And Feedback ◽  
Cochrane Library

Introduction Medication errors are avoidable events that can occur at any stage of the medication use process. They are widespread in healthcare systems and are linked to an increased risk of morbidity and mortality. Several strategies have been studied to reduce their occurrence including different types of pharmacy-based interventions. One of the main pharmacist-led interventions is educational programs, which seem to have promising benefits. Objective To describe and compare various pharmacist-led educational interventions delivered to healthcare providers and to evaluate their impact qualitatively and quantitatively on medication error rates. Methods A systematic review and meta-analysis was conducted through searching Cochrane Library, EBSCO, EMBASE, Medline and Google Scholar from inception to June 2020. Only interventional studies that reported medication error rate change after the intervention were included. Two independent authors worked through the data extraction and quality assessment using Crowe Critical Appraisal Tool (CCAT). Summary odds ratios (ORs) with 95% confidence intervals (CIs) were calculated using a random-effects model for rates of medication errors. Research protocol is available in The International Prospective Register of Systematic Reviews (PROSPERO) under the registration number CRD42019116465. Results Twelve studies involving 115058 participants were included. The two main recipients of the educational interventions were nurses and resident physicians. Educational programs involved lectures, posters, practical teaching sessions, audit and feedback method and flash cards of high-risk abbreviations. All studies included educational sessions as part of their program, either alone or in combination with other approaches, and most studies used errors encountered before implementing the intervention to inform the content of these sessions. Educational programs led by a pharmacist were associated with significant reductions in the overall rate of medication errors occurrence (OR, 0.38; 95% CI, 0.22 to 0.65). Conclusion Pharmacist-led educational interventions directed to healthcare providers are effective at reducing medication error rates. This review supports the implementation of pharmacist-led educational intervention aimed at reducing medication errors.

scholarly journals How we teach children with asthma to use their inhaler: A scoping review

2021 ◽  
Author(s):  
Patrick McCrossan ◽  
Orla Mallon ◽  
Michael Shields ◽  
Catherine Russell ◽  
Lesley Kennedy ◽  
...  
Keyword(s):  
Scoping Review ◽  
Educational Interventions ◽  
Open Science ◽  
Cochrane Library ◽  
Future Research ◽  
Inhaler Technique ◽  
Case Control Studies ◽  
Primary Methods ◽  
Children With Asthma ◽  
Demonstration Video

Abstract BackgroundOne reason that asthma remains poorly controlled in children is poor inhaler technique. Guidelines recommend checking inhaler technique at each clinical visit. However, they do not specify how best to train children to mastery of correct inhaler technique. Many children are simply shown how to use inhalers which results in less than 50% with correct inhaler technique. The aim of this scoping review is to explore published literature on teaching methods used to train children to master correct inhaler technique.MethodsWe searched (from inception onwards): Medline, Embase, Scopus, Web of Science, CINAHL and the Cochrane library. We included quantitative studies, (e.g. randomised controlled trials, cohort studies and case-control studies), published from 1956 to present, on teaching inhaler technique to children with asthma. Data was extracted onto a data charting table to create a descriptive summary of the results. Data was then synthesised with descriptive statistics and visual mapping.ResultsTwenty-eight papers were identified for full text analysis. Educational interventions were found to be taking place in a variety of clinical areas and by a range of healthcare professional disciplines. ‘Brief-Instruction’ and ‘Teach-Back’ were identified as two primary methods of providing inhaler technique training in the majority of papers. Secondary themes identified were; use of written instruction, physical demonstration, video demonstrations and/or use of inhaler devices to augment inhaler technique training.ConclusionThere are a variety of means by which inhaler technique has been taught to children. We have not analysed the effectiveness of these different interventions, but have described what has been trialled before in an attempt to focus our attentions on what may potentially work best. The majority of these methods can be dichotomised to either ‘Brief-Intervention’ or ‘Teach-Back’. Based on our analysis of this scoping review, we consider the following as areas for future research; how many times does a given intervention have to be done in order to have the desired effect? For what duration does the intervention need to continue to have a long-lasting effect? And, what is the best outcome measure for inhaler technique? Systematic review registration: Open Science Framework (osf.io/n7kcw).

scholarly journals Exploration of stress management interventions to address psychological stress in stroke survivors: a protocol for a scoping review

BMJ Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. e035592
Author(s):  
Madeleine Hinwood ◽  
Marina Ilicic ◽  
Prajwal Gyawali ◽  
Murielle Gabriela Kluge ◽  
Kirsten Coupland ◽  
...  
Keyword(s):  
Stress Management ◽  
Scoping Review ◽  
Cochrane Library ◽  
Future Research ◽  
Stroke Survivors ◽  
Brain Repair ◽  
Management Interventions ◽  
Study Selection ◽  
Research Findings ◽  
Research Questions

IntroductionSeveral studies have shown that stroke survivors report experiencing high and unremitting levels of stress, which can negatively affect brain repair processes and psychological outcomes and thereby compromise recovery. However, it is presently unclear which interventions have been trialled to manage stress in stroke survivors and whether they translate to clinically relevant outcomes. The aim of this scoping review will be to examine stress management interventions in stroke survivors in order to map the types of interventions trialled, commonly reported stress outcome measures and whether a reduction in stress contributes to reductions in relevant clinical outcomes.Methods and analysisThe methodological framework described in Arksey and O’Malley will be applied to this review. A draft search strategy was developed in collaboration with an experienced senior health research librarian. A systematic search of Medline, Embase, CINAHL, Cochrane library, PsycInfo and Clinicaltrials.gov as well as hand searching of reference lists and reviews will identify relevant studies for inclusion. To be eligible for inclusion, studies must report on the outcomes of an intervention targeting stress management and resilience in stroke survivors. Study selection and critical appraisal of selected studies will be carried out independently by two authors, with discrepancies resolved by consensus. Data will be charted using a standard extraction form. Results will be tabulated and narratively summarised to highlight findings relevant to our research questions and to inform recommendations for future research.Ethics and disseminationThis study does not require ethics approval. This scoping review will provide a synthesis of evidence for stress management interventions in stroke survivors. It will identify and clarify the gaps in stress research specific to stroke pathologies and highlight promising interventions for future research. Findings will be relevant to researchers and healthcare workers and will be disseminated via publications in peer-reviewed journals and presented at conferences.

scholarly journals How we teach children with asthma to use their inhaler: A scoping review protocol

2020 ◽  
Author(s):  
Patrick McCrossan ◽  
Orla Mallon ◽  
Michael Shields ◽  
Dara O'Donoghue
Keyword(s):  
Scoping Review ◽  
Research Question ◽  
Educational Interventions ◽  
Randomised Control Trial ◽  
Cochrane Library ◽  
Future Research ◽  
Inhaler Technique ◽  
Scoping Reviews ◽  
Children With Asthma ◽  
Meta Analyses

Abstract Background One reason that asthma remains poorly controlled in children is poor inhaler technique. Current guidelines recommend checking inhaler technique at each clinical visit. However, they do not specify how best to train children to mastery of correct inhaler technique. Currently many children are simply shown how to use inhalers (brief Instruction) which results in less than 50% with correct inhaler technique. The aim of this scoping review is to explore published literature on teaching methods used to train children to master correct inhaler technique. Methods This scoping review will follow the Arksey O'Malley scoping review methodology and the 2015 Joanna Briggs Institute guidelines. It will be reported using the Preferred Reporting Items for Systematic Reviews and Meta-analyses Protocols extension for Scoping Reviews. An initial pilot exercise will be undertaken using the online database MEDLINE before proceeding to a complete search using the databases Embase, Scopus, Web of Science, CINAHL and the Cochrane library. We will include studies published since the year 1956 on teaching the skill of inhaler technique to children. Due to the iterative nature of a scoping review, the research question or the search terms may alter following a piloting process. Discussion This scoping review will provide a broad overview of currently used educational techniques to improve inhaler technique in children with asthma. The analysis will allow us to refine future research in this area by focusing on the most effective techniques and optimising them. This will likely lead to a systematic review of the literature with the potential to design a randomised control trial of educational interventions to teach inhaler technique to children with asthma.

scholarly journals How We Teach Children with Asthma to Use Their Inhaler: A Scoping Review

2020 ◽  
Author(s):  
Patrick McCrossan ◽  
Orla Mallon ◽  
Michael Shields ◽  
Catherine Russell ◽  
Lesley Kennedy ◽  
...  
Keyword(s):  
Scoping Review ◽  
Educational Interventions ◽  
Cochrane Library ◽  
Future Research ◽  
Inhaler Technique ◽  
Case Control Studies ◽  
Primary Methods ◽  
Children With Asthma ◽  
Randomised Controlled ◽  
Demonstration Video

Abstract BackgroundOne reason that asthma remains poorly controlled in children is poor inhaler technique. Guidelines recommend checking inhaler technique at each clinical visit. However, they do not specify how best to train children to mastery of correct inhaler technique. Many children are simply shown how to use inhalers which results in less than 50% with correct inhaler technique. The aim of this scoping review is to explore published literature on teaching methods used to train children to master correct inhaler technique.MethodsWe searched (from inception onwards): Medline, Embase, Scopus, Web of Science, CINAHL and the Cochrane library. We included quantitative studies, (e.g. randomised controlled trials, cohort studies and case-control studies), published from 1956 to present, on teaching inhaler technique to children with asthma. Data was extracted onto a data charting table to create a descriptive summary of the results. Data was then synthesised with descriptive statistics and visual mapping.ResultsTwenty-eight papers were identified for full text analysis. Educational interventions were found to be taking place in a variety of clinical areas and by a range of healthcare professional disciplines. ‘Brief-Instruction’ and ‘Teach-Back’ were identified as two primary methods of providing inhaler technique training in the majority of papers. Secondary themes identified were; use of written instruction, physical demonstration, video demonstrations and/or use of inhaler devices to augment inhaler technique training.ConclusionThere are a variety of means by which inhaler technique has been taught to children. We have not analysed the effectiveness of these different interventions, but have described what has been trialled before in an attempt to focus our attentions on what may potentially work best. The majority of these methods can be dichotomised to either ‘Brief-Intervention’ or ‘Teach-Back’. Based on our analysis of this scoping review, we consider the following as areas for future research; how many times does a given intervention have to be done in order to have the desired effect? For what duration does the intervention need to continue to have a long-lasting effect? And, what is the best outcome measure for inhaler technique? Systematic review registrationOpen Science Framework (osf.io/n7kcw).

scholarly journals How we teach children with asthma to use their inhaler: A scoping review protocol

2020 ◽  
Author(s):  
Patrick McCrossan ◽  
Orla Mallon ◽  
Michael Shields ◽  
Dara O'Donoghue
Keyword(s):  
Scoping Review ◽  
Research Question ◽  
Educational Interventions ◽  
Randomised Control Trial ◽  
Cochrane Library ◽  
Future Research ◽  
Inhaler Technique ◽  
Scoping Reviews ◽  
Children With Asthma ◽  
Meta Analyses

Abstract BackgroundOne reason that asthma remains poorly controlled in children is poor inhaler technique. Current guidelines recommend checking inhaler technique at each clinical visit. However, they do not specify how best to train children to mastery of correct inhaler technique. Currently many children are simply shown how to use inhalers (brief Instruction) which results in less than 50% with correct inhaler technique. The aim of this scoping review is to explore published literature on teaching methods used to train children to master correct inhaler technique.MethodsThis scoping review will follow the Arksey O'Malley scoping review methodology and the 2015 Joanna Briggs Institute guidelines. It will be reported using the Preferred Reporting Items for Systematic Reviews and Meta-analyses Protocols extension for Scoping Reviews. An initial pilot exercise will be undertaken using the online database MEDLINE before proceeding to a complete search using the databases Embase, Scopus, Web of Science, CINAHL and the Cochrane library. We will include studies published since the year 1956 on teaching the skill of inhaler technique to children. Due to the iterative nature of a scoping review, the research question or the search terms may alter following a piloting process.DiscussionThis scoping review will provide a broad overview of currently used educational techniques to improve inhaler technique in children with asthma. This may allow us to make recommendations for primary and secondary care asthma clinics. The analysis will allow us to refine future research in this area by focusing on the most effective techniques and optimising them. This will likely lead to a systematic review of the literature with the potential to design a randomised control trial of educational interventions to teach inhaler technique to children with asthma.

scholarly journals O5A.1 Definition of case management for return-to-work in the approach of workers with musculoskeletal disorders: an update using a scoping review

2019 ◽  
Vol 76 (Suppl 1) ◽  
pp. A40.3-A41
Author(s):  
Mercè Soler Font ◽  
José Maria Ramada Rodilla ◽  
José Maria Gonzalez ◽  
Francisco Palencia Sanchez ◽  
Consol Serra Pujadas
Keyword(s):  
Case Management ◽  
Return To Work ◽  
Musculoskeletal Disorders ◽  
Scoping Review ◽  
Data Extraction ◽  
Case Manager ◽  
Cochrane Library ◽  
Bibliographic Databases ◽  
Individual Approach ◽  
Management Interventions

PurposeWe aim to identify the elements and functions that define the case management in the individual approach of workers with musculoskeletal disorders for return to work and to propose an updated definition.MethodsRelevant articles were identified through a computerized search up to 1 December 2017 in the bibliographic databases PubMed, Web of Science, Scopus, Cochrane Library, IBECS, EMBASE, and LILACS. Language filter (English and Spanish) was included in the search. The inclusion criteria were working age population with musculoskeletal disorders, studies that described or evaluated case management interventions, and return to work interventions. Military personnel, and rheumatic and surgical pathologies were excluded. Independent pairs reviewed all cites and articles and extracted data, and narrative synthesis was carried out.ResultsOur searches identified 1950 possible relevant articles, of which 27 were included for data extraction. Of these, 15 papers included definitions of case management, and 14 common elements were identified. Twenty two explained the role of case manager and in 18 a description of tasks was found. In 25 articles referral services were mentioned. The most common defining elements were ‘return to work intervention’, ‘multidisciplinary assessment’ and ‘interdisciplinary intervention’ (53.8%). The 40% of the articles emphasized the ’coordination’, ‘to influence multiple factors’ (33.3%) and ‘individual approach’ (26.7%). The tasks included ’to establish goals and plan the rehabilitation for return to work’ (50%), and ’supervise or coordinate return to work process and to offer/refer the employee to services/adaptations or therapeutic workplaces’ (36.4%) The most common offered services were mental health (64.0%), and rehabilitation (48.0%).ConclusionsDespite the increase in the number of published articles dealing with case management, usually it is not clearly defined. This scoping review emphasizes the need to define case management and its organizational characteristics, and proposes an extended and updated definition.

scholarly journals Designing and delivering facilitated storytelling interventions for chronic disease self-management: a scoping review

2021 ◽  
Author(s):  
Enza Gucciardi ◽  
Nicole Jean-Pierre ◽  
Grace Karam ◽  
Souraya Sidani
Keyword(s):  
Chronic Disease ◽  
Support Groups ◽  
Scoping Review ◽  
Meaning Making ◽  
Active Role ◽  
Self Management ◽  
The Core ◽  
Management Interventions ◽  
Similar Disease ◽  
Core Elements

Background Little is known about how to develop and deliver storytelling as an intervention to support those managing chronic illnesses. This scoping review aims to describe the core elements of storytelling interventions in order to help facilitate its implementation. Methods A scoping review was conducted in seven databases for articles published up to May 2014 to identify interventions that describe in detail how storytelling was used to support people in disease self-management interventions. Results Ten articles met all inclusion criteria. Core elements consistently observed across the storytelling interventions were: reflection and interactive meaning-making of experiences; principles of informality and spontaneity; non-directional and non-hierarchical facilitation; development of group norms and conduct to create a community among participants; and both an individual and collective role for participants. Differences were also observed across interventions, such as: the conceptual frameworks that directed the design of the intervention; the type and training of facilitators; intervention duration; and how session topics were selected and stories delivered. Furthermore, evaluation of the intervention and outcome assessment varied greatly across studies. Conclusion The use of storytelling can be a novel intervention to enhance chronic disease self-management. The core elements identified in the review inform the development of the intervention to be more patient-centred by guiding participants to take ownership of and lead the intervention, which differs significantly from traditional support groups. Storytelling has the potential to provide patients with a more active role in their health care by identifying their specific needs as well as gaps in knowledge and skills, while allowing them to form strong bonds with peers who share similar disease-related experiences. However, measures of impact differed across interventions given the variation in chronic conditions. Our findings can guide future development and implementations of storytelling interventions.

scholarly journals Designing and delivering facilitated storytelling interventions for chronic disease self-management: a scoping review

2021 ◽  
Author(s):  
Enza Gucciardi ◽  
Nicole Jean-Pierre ◽  
Grace Karam ◽  
Souraya Sidani
Keyword(s):  
Chronic Disease ◽  
Support Groups ◽  
Scoping Review ◽  
Meaning Making ◽  
Active Role ◽  
Self Management ◽  
The Core ◽  
Management Interventions ◽  
Similar Disease ◽  
Core Elements

Background Little is known about how to develop and deliver storytelling as an intervention to support those managing chronic illnesses. This scoping review aims to describe the core elements of storytelling interventions in order to help facilitate its implementation. Methods A scoping review was conducted in seven databases for articles published up to May 2014 to identify interventions that describe in detail how storytelling was used to support people in disease self-management interventions. Results Ten articles met all inclusion criteria. Core elements consistently observed across the storytelling interventions were: reflection and interactive meaning-making of experiences; principles of informality and spontaneity; non-directional and non-hierarchical facilitation; development of group norms and conduct to create a community among participants; and both an individual and collective role for participants. Differences were also observed across interventions, such as: the conceptual frameworks that directed the design of the intervention; the type and training of facilitators; intervention duration; and how session topics were selected and stories delivered. Furthermore, evaluation of the intervention and outcome assessment varied greatly across studies. Conclusion The use of storytelling can be a novel intervention to enhance chronic disease self-management. The core elements identified in the review inform the development of the intervention to be more patient-centred by guiding participants to take ownership of and lead the intervention, which differs significantly from traditional support groups. Storytelling has the potential to provide patients with a more active role in their health care by identifying their specific needs as well as gaps in knowledge and skills, while allowing them to form strong bonds with peers who share similar disease-related experiences. However, measures of impact differed across interventions given the variation in chronic conditions. Our findings can guide future development and implementations of storytelling interventions.

Sign in / Sign up

Export Citation Format

Share Document