Effects of Structured Education Program Using CD-ROM on Anxiety and Self-Care Compliance in Patients Undergoing Orthopedic Spinal Surgery

Abstract Background The ESC guidelines on management of patients with heart failure support a multidisciplinary management program including intensive patient teaching and follow-up care. However, adequate information of patients with heart failure on their disease by the treating physician is often limited due to time restrictions. Aim This study evaluated the short and long-term impact of a structured education program by a qualified heart failure nurse on the patient's understanding of his disease and adherence to therapy. Methods 95 consecutive patients (67 male, mean age 66±11 years) hospitalized for heart failure symptoms were included in a structured education program. Each patient underwent an individual one hour teaching program by a qualified heart failure nurse who used structed teaching material. Patients were requested to respond to a questionnaire consisting of 15 questions 1 day before and 1 day after the teaching course as well as at a 6 months follow-up. The questionnaire included the nine questions of the European Heart Failure Self-Care Behaviour Scale (EHFSCB9-Scale) as well as 6 questions on the patient's knowledge about his disease. For each question the patient had to respond to a scale ranging from 1 point (complete disagreement) to 5 points (complete agreement). 6 months follow-up data were obtained by physicians providing the outpatients care and implemented into a password protected software offering all patient data within the local network consisting of the hospital and 4 regional outpatient cardiologists. Results Total self-care behavior and disease knowledge score improved from 48.3±10.1 points before teaching to 64.0±9.9 points after teaching (p<0.001). Before teaching there were significant differences in the scores of individual questions ranging from 2.40±1.36 points on understanding of the own disease to 4.71±0.80 points on complete adherence to the medication protocol. After teaching there was a more homogenous score levels. Greatest gains on individual question scores could be obtained on “the patients understanding of the causes of his disease” (1.52±1.38 points), “the feeling of being completely informed about the disease” (1.44±1.23 points) and “daily weight control” (1.73±1.58 points). At 6-months follow-up total self-care behavior and disease knowledge score was 59.2±13.2 points (p=0.231 to immediately after teaching) in the 67% of patients with complete follow-up. In a logistic regression analyses no parameter could be defined which predicted a low knowledge score before teaching or an insufficient teaching effect. Conclusions A qualified nurse education program significantly improves self-care behavior and disease knowledge. The effect persists at 6 months follow-up. Improvements can be obtained in particular with regards to patients understanding of his disease causes and daily weight control. There are no patient characteristics which obviate the need for teaching or predict a low teaching effect. Acknowledgement/Funding Deutsche Stiftung für chronisch Kranke

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CD-ROM Technology to Increase Appropriate Self-Care and Preventive Behaviors Among Army and Navy Women

10.21236/ada383133 ◽

1999 ◽

Author(s):

Nancy Atkinson

Keyword(s):

Self Care ◽

Preventive Behaviors ◽

Cd Rom

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Care of children with type 1 diabetes mellitus in school – An interventional study

Journal of Pediatric Endocrinology and Metabolism ◽

10.1515/jpem-2020-0334 ◽

2020 ◽

Vol 0 (0) ◽

Author(s):

Umamaheswari Gurunathan ◽

Hemchand Krishna Prasad ◽

Sherline White ◽

Bala Prasanna ◽

Thangavelu Sangaralingam

Keyword(s):

Type 1 Diabetes ◽

Education Program ◽

School Teachers ◽

Post Intervention ◽

Community Based ◽

Structured Education ◽

Type 1 Dm ◽

The Impact ◽

Determining Factor

AbstractObjectivesPaucity of data from India on care of children with Type 1 diabetes in schools. Aims: To study assess the knowledge, attitude, practices and fear of Type 1 diabetes in school teachers and to assess the impact of an educational model on the fear of teachers and care of children in Type 1 DM at school hours.MethodsA community based study, involving school teachers and the intervention being educating them about diabetes conducted. Data pertaining to basic demography, attitude of teachers towards diabetic children, Hypoglycemia fear factor survey- parent version with worries domain and preparedness of school was collected. An education program was conducted on diabetes care in children. Immediately and after three months, the proforma details and HFSP-W scores reassessed.ResultsForty two teachers (mean age: 38.7±5.4; M:F ratio 2:40) participated in the study. Post intervention, a higher willingness to have the diabetic child in class (100 vs. 57.1%; p>0.05), better support in daily care (100 vs. 92%; p>0.05), participation in sports activities (100 vs. 7.1%; p<0.05) observed. HFSP-W scores were 38.8±4.5 (pre-intervention), 22.5±4.3 (immediate post intervention) and 29.5±3.2 (at 3months) (p<0.05). To study the determinants of improvement in HFSP-W a regression analysis was performed: presence of glucometer the most likely determining factor (T=1.999, p=0.05).ConclusionThere is a significant element of fear in the minds of teachers towards hypoglycemia which improves with a structured education program.

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Randomised controlled trial of CD–ROM-based cognitive–behavioural self-care for bulimia nervosa

The British Journal of Psychiatry ◽

10.1192/bjp.bp.107.046607 ◽

2008 ◽

Vol 193 (6) ◽

pp. 493-500 ◽

Cited By ~ 39

Author(s):

U. Schmidt ◽

M. Andiappan ◽

M. Grover ◽

S. Robinson ◽

S. Perkins ◽

...

Keyword(s):

Eating Disorder ◽

Bulimia Nervosa ◽

Clinical Symptoms ◽

Controlled Trial ◽

Self Care ◽

Waiting List ◽

Behavioural Intervention ◽

Significant Group ◽

Cd Rom ◽

Cognitive Behavioural

BackgroundCognitive–behavioural self-care is advocated as a first step in the treatment of bulimia nervosa.AimsTo examine the effectiveness of a CD–ROM-based cognitive–behavioural intervention in bulimia nervosa and eating disorder not otherwise specified (NOS) (bulimic type) in a routine setting.MethodNinety-seven people with bulimia nervosa or eating disorder NOS were randomised to either CD–ROM without support for 3 months followed by a flexible number of therapist sessions or to a 3-month waiting list followed by 15 sessions of therapist cognitive–behavioural therapy (CBT) (ISRCTN51564819). Clinical symptoms were assessed at pre-treatment 3 months and 7 months.ResultsOnly two-thirds of participants started treatment. Although there were significant group × time interactions for bingeing and vomiting, favouring the CD–ROM group at 3 months and the waiting-list group at 7 months, post hoc group comparisons at 3 and 7 months found no significant differences for bingeing or vomiting. CD–ROM-based delivery of this intervention, without support from a clinician, may not be the best way of exploiting its benefits.

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Group-Based Education Program on Self-Care toward Reduction of Diabetic Foot Risk on Type-2 Diabetes Mellitus Patients

Indian Journal of Public Health Research & Development ◽

10.37506/ijphrd.v11i4.7754 ◽

2020 ◽

Keyword(s):

Diabetes Mellitus ◽

Type 2 Diabetes ◽

Type 2 Diabetes Mellitus ◽

Education Program ◽

Diabetic Foot ◽

Self Care

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The ABCs of Kidney Disease: Knowledge Retention and Healthcare Involvement

Journal of Patient Experience ◽

10.1177/23743735211065285 ◽

2021 ◽

Vol 8 ◽

pp. 237437352110652

Author(s):

Daphne H. Knicely ◽

Kristina Rinaldi ◽

Shani Snow ◽

Carmen Elena Cervantes ◽

Michael J. Choi ◽

...

Keyword(s):

Health Literacy ◽

Kidney Disease ◽

Education Program ◽

Knowledge Retention ◽

Office Visits ◽

Structured Education ◽

Disease Knowledge ◽

Education Class ◽

Low Health Literacy ◽

Consistent Manner

Low health literacy in the chronic kidney disease population results in lower rates of pre-dialysis preparation and understanding of management to slow progression. The ABCs of Kidney Disease education class provided education in a more consistent manner outside of routine office visits. We aimed to study whether a structured education program would increase kidney disease-specific knowledge and healthcare involvement. Knowledge retention at least 6 months after the class assessed by the Kidney Disease Knowledge Surveys (KiKS) and healthcare involvement based on surveys sent to referring providers were found to have increased. Incorporation of a structured education program would be important for providers to improve long-term knowledge and lead to greater healthcare involvement. Providing an education class outside of the routine office visits will provide a greater impact on health literacy.

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Feasibility, Acceptability, and Impact of a Web-Based Structured Education Program for Type 2 Diabetes: Real-World Study

JMIR Diabetes ◽

10.2196/15744 ◽

2020 ◽

Vol 5 (1) ◽

pp. e15744 ◽

Cited By ~ 1

Author(s):

Shoba Poduval ◽

Louise Marston ◽

Fiona Hamilton ◽

Fiona Stevenson ◽

Elizabeth Murray

Keyword(s):

Type 2 Diabetes ◽

Health Care ◽

Education Program ◽

Self Efficacy ◽

Completion Rates ◽

Web Based ◽

Structured Education ◽

Face To Face ◽

The United Kingdom

Background Structured education for people with type 2 diabetes improves outcomes, but uptake is low globally. In the United Kingdom in 2016, only 8.3% of people who were referred to education programs attended the program. We have developed a Web-based structured education program named Healthy Living for People with type 2 Diabetes (HeLP-Diabetes): Starting Out (HDSO), as an alternative to face-to-face courses. A Web-based program gives people more options for accessing structured education and may help improve overall uptake. Objective The aim was to explore the feasibility and acceptability of delivering a Web-based structured education program (named HeLP-Diabetes: Starting Out) in routine primary health care and its potential impact on self-efficacy and diabetes-related distress. Methods HDSO was delivered as part of routine diabetes services in primary health care in the United Kingdom, having been commissioned by local Clinical Commissioning Groups. Quantitative data were collected on uptake, use of the program, demographic characteristics, self-reported self-efficacy, and diabetes-related distress. A subsample of people with type 2 diabetes and health care professionals were interviewed about acceptability of the program. Results It was feasible to deliver the program, but completion rates were low: of 791 people with type 2 diabetes registered, only 74 (9.0%) completed it. Completers improved their self-efficacy (change in median score 2.5, P=.001) and diabetes-related distress (change in median score 6.0, P=.001). Interview data suggested that the course was acceptable, and that uptake and completion may be related to nonprioritization of structured education. Conclusions The study provides evidence of the feasibility and acceptability of a Web-based structured education. However, uptake and completion rates were low, limiting potential population impact. Further research is needed to improve completion rates, and to determine the relative effectiveness of Web-based versus face-to-face education.

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