scholarly journals Challenges associated with delivering education to patients after heart surgery.

2021 ◽  
Author(s):  
Suzanne Fredericks ◽  
Aaron Bechtold
Keyword(s):  
Patient Education ◽  
Knowledge Translation ◽  
Hospital Discharge ◽  
Heart Surgery ◽  
Education Intervention ◽  
Intervention Delivery ◽  
Teaching Interaction ◽  
Valvular Replacement ◽  
Heart Bypass

The purpose of this report is to provide a detailed description of the challenges that arose throughout the implementation of an individualized patient education intervention delivered to patients during their home recovery following heart surgery. The intervention was delivered at two points in time by telephone to patients following heart bypass and/or valvular replacement. The individualized patient education intervention was found to be effective in reducing the rate and number of complications developed during the first three months following hospital discharge. However, throughout the implementation of this intervention, specific challenges arose that included: onset of symptoms that interfered with intervention delivery, patient’s request for information beyond the scope of the teaching interaction, and the need to provide continued support to the therapist. These challenges were addressed throughout the course of the study and the strategies are currently being implemented into the planned knowledge translation activities associated with this intervention.

scholarly journals Challenges associated with delivering education to patients after heart surgery.

2021 ◽  
Author(s):  
Suzanne Fredericks ◽  
Aaron Bechtold
Keyword(s):  
Patient Education ◽  
Knowledge Translation ◽  
Hospital Discharge ◽  
Heart Surgery ◽  
Education Intervention ◽  
Intervention Delivery ◽  
Teaching Interaction ◽  
Valvular Replacement ◽  
Heart Bypass

The purpose of this report is to provide a detailed description of the challenges that arose throughout the implementation of an individualized patient education intervention delivered to patients during their home recovery following heart surgery. The intervention was delivered at two points in time by telephone to patients following heart bypass and/or valvular replacement. The individualized patient education intervention was found to be effective in reducing the rate and number of complications developed during the first three months following hospital discharge. However, throughout the implementation of this intervention, specific challenges arose that included: onset of symptoms that interfered with intervention delivery, patient’s request for information beyond the scope of the teaching interaction, and the need to provide continued support to the therapist. These challenges were addressed throughout the course of the study and the strategies are currently being implemented into the planned knowledge translation activities associated with this intervention.

Relationship of Nurse-Led Education Interventions to Liver Transplant Early Readmission

2020 ◽  
Vol 30 (2) ◽  
pp. 88-94
Author(s):  
Jean Dowling Dols ◽  
Katie A. Chargualaf ◽  
Amy Gordon ◽  
Theresa Pomerleau ◽  
Anna Mendoza ◽  
...  
Keyword(s):  
Patient Education ◽  
Liver Transplant ◽  
Cultural Practices ◽  
Graft Function ◽  
Education Intervention ◽  
Transplant Recipients ◽  
Convenience Sample ◽  
Structured Education ◽  
Patient Goals ◽  
Liver Transplant Recipients

Introduction: Early hospital readmission following liver transplantation is associated with lower survival and worse long-term graft function. Language, cultural practices, and health literacy influence patient understanding of posttransplant care education. Complex medication regimes, changes in metabolism and nutrition absorption, and infection/rejection further complicate the prevention of readmission. Purpose: The purpose of this study was to compare the 30-day readmissions of single-organ liver transplant recipients for 1-year prior and 1-year following the implementation of nurse-led education. The study examined the demographics, clinical characteristics, and 30-day readmissions of 35 liver transplant recipients who participated in the newly designed nurse-led education and 51 liver transplant recipients who experienced the prior post-liver transplant education. Design: A single-center, correlational study with a convenience sample was conducted at a Hispanic-serving South Texas hospital. The new education intervention maintained the standard education and added twice-daily mutual patient-focused goal setting between the nurse and the recipient that aligned with readiness for discharge activities/goals, structured education using abbreviated handouts written at a second-grade level available in both English and Spanish, and the use of repetition through multimodal methods. Results: The odds for 30-day readmissions the year prior to the nurse-led patient education intervention were 2.088 times greater than the year following the implementation. Thirty-day readmissions were reduced by 16.3% from the 2017 cohort to the 2018 cohort. Discussion: Understanding unique risk factors facilitates structured patient education which can be individualized to the patient and caregiver including collaborative nurse–patient goals.

scholarly journals Knowledge Translation Capacity of Arts-informed Dissemination: A Narrative Study

2016 ◽  
Vol 1 (1) ◽  
pp. 258 ◽  
Author(s):  
Jennifer L Lapum ◽  
Linda Liu ◽  
Kathryn Church ◽  
Sarah Hume ◽  
Bailey Harding ◽  
...  
Keyword(s):  
Knowledge Translation ◽  
Narrative Analysis ◽  
Heart Surgery ◽  
Evaluation Studies ◽  
Healthcare Research ◽  
Art Installation ◽  
Narrative Study ◽  
Holistic Approaches ◽  
The Arts ◽  
Narrative Mapping

Background:  Arts-informed dissemination is an expanding approach to enhancing knowledge translation in the health sciences. Problematic is the minimal evaluation studies and the rare reporting of the influencing factors of knowledge translation. “The 7,024th Patient” is a research-derived art installation created to disseminate findings about patients’ experiences of heart surgery and the importance of humanistic patient-centred care approaches. The current study’s purpose was to explore how arts-informed dissemination (i.e., “The 7,024th Patient”) influenced healthcare practitioners’ delivery of care.Methods: An arts-informed narrative study was guided by the Promoting Action on Research Implementation in Health Services framework. The sample included a multi-disciplinary group of 19 individuals who worked with patients undergoing and recovering from heart surgery. Two interviews were conducted with each participant at the time of viewing the installation and 6 months later. A narrative analysis was conducted using Pictorial Narrative Mapping techniques.Results: Study findings indicated that the arts as a form of evidence provide an experiential and aesthetic encounter, which stimulated reflective practice. Participants’ accounts reflected cognitive and behavioral modifications related to empathy, holistic approaches and relational care. However, the complexities associated with the interpretive process and the influencing knowledge translation elements indicated a need to dialogue about the translation process, including deconstructing the evidence within the context of one’s own practice.Conclusions: Art is not just works of beauty or eccentric paintings. There is an imaginative and aesthetic capacity that can be cultivated with diligence, creativity, and rigour in the world of healthcare research and knowledge translation. Next steps require the examination of the knowledge translation capacity of different art forms with a range of populations and disciplines. Additionally, this study suggests the need to explore arts-informed dissemination that draws upon a more dialogical intervention in which knowledge users are involved in the interpretive processes of knowledge translation.

scholarly journals Effect of a Patient Education Intervention on Asthma Control and Patient-Doctor Relationship

2018 ◽  
Vol 131 (9) ◽  
pp. 1110-1112 ◽  
Author(s):  
Yu-Qin Zeng ◽  
David H Au ◽  
Shan Cai ◽  
Evan Carey ◽  
Fen Jiang ◽  
...  
Keyword(s):  
Patient Education ◽  
Asthma Control ◽  
Education Intervention

A web‐based therapeutic patient education intervention for pain and sleep for women with fibromyalgia: A sequential exploratory mixed‐methods research protocol

2020 ◽  
Vol 76 (6) ◽  
pp. 1425-1435
Author(s):  
Carolina Climent‐Sanz ◽  
Montserrat Gea‐Sánchez ◽  
María T. Moreno‐Casbas ◽  
Joan Blanco‐Blanco ◽  
Ester García‐Martínez ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Patient Education ◽  
Mixed Methods Research ◽  
Education Intervention ◽  
Research Protocol ◽  
Web Based ◽  
Therapeutic Patient Education

scholarly journals Patients’Perceptions of Having a Good Life One Year after Arthritis Patient Education: A Qualitative Study Nested within a Randomized Controlled Trial

2017 ◽  
Vol 7 (1) ◽  
pp. 1 ◽  
Author(s):  
Kjersti Grønning ◽  
Ola Bratås ◽  
Aslak Steinsbekk
Keyword(s):  
Randomized Controlled Trial ◽  
Patient Education ◽  
Qualitative Study ◽  
Good Life ◽  
Controlled Trial ◽  
Well Being ◽  
Education Intervention ◽  
Treatment Regimes ◽  
Randomized Controlled ◽  
One Year

Background: Patients with inflammatory polyarthritis have various degrees of disease-related challenges such as joint pain, stiffness, fatigue, and physical limitations. Despite these challenges, patients strive for a good life using their personal resources, often taught in patient education. The effect of patient education in polyarthritis is well studied; however, long-term studies on what patients perceive as a good life after participating in arthritis patient education are scarce.Purpose: The aim of this study was to explore patients’ perceptions of having a good life one year after attending a nurse-led patient education intervention.Methods: This was a qualitative study nested within a randomized controlled trial (RCT) studying the effect of nurse-led patient education. Fifteen individual semi-structured interviews were conducted among those who attended the nurse-led patient education intervention. The intervention focused on the consequences of living with chronic inflammatory arthritis. The interviews explored how and whether the intervention had made any changes in the informants perceived health, well-being, arthritis, flares, and treatment regimes. The data were analyzed thematically using systematic text condensation.Results: The findings showed that the informants’ perceptions of having a good life were related to a stable disease with few symptoms, effective treatment regimes, discovering new opportunities and perspectives in life, as well as making choices that felt right. Creating a good life was something the informants had acquired knowledge about in the nurse-led patient education intervention, particularly in the part where they had discussed and shared experiences with each other on how they managed their arthritis in different ways and settings.Conclusion: Participating in a nurse-led patient education intervention in arthritis helped the informants to discover new opportunities and perspectives on creating a good life, especially through exchanging experiences with fellow patients.

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