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Aptitude treatment interaction (ATI) identifies patient characteristics and optimal instructional treatments, is compatible with psychological theories and clinical approaches, and offers a specific methodology for approaching existing problems in a new way. This article presents studies in which ATI has illuminated patient needs and treatments and suggested further applications. (JOW)

Illness representations are cognitive structures that individuals rely on to understand and explain their illnesses and associated symptoms. The Representational Approach (RA) to patient education offers a theoretically based, clinically useful model that can support oncology nurses to develop a shared understanding of patients' illness representations to collaboratively develop highly personalized plans for symptom management and other important self-management behaviors. This article discusses theoretical underpinnings, practical applications, challenges, and future directions for incorporating illness representations and the RA in clinical and research endeavors. [ABSTRACT FROM AUTHOR]

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Background: Because the concepts of goal setting and patient education are intertwined, it is important to understand the details of patient education content for cancer survivors. This study aimed to conduct a comprehensive review of the timing (during or after treatment), setting, and content of patient education provided to cancer survivors prior to setting goals. Methods: A systematic search was conducted across three databases to identify articles on rehabilitation that included patient education, conducted prior to goal setting for cancer survivors. The patient education was then mapped according to the survivors’ treatment stage and the 13 elements outlined in the health decision model proposed by Eraker et al. Results: A review of 21 studies revealed that only four (19.0%) were randomized controlled trials (RCTs). Additionally, education for patients, including goal setting, often considers survivors’ feelings and provides adequate information through interactive and repeated communication. However, the satisfaction of survivors (an element of patient education) is not sufficiently reflected in the education provided. During treatment, education more includes personalized materials and evaluations of patient comprehension than after treatment. After treatment, other healthcare professionals are more involved, and social networks are more incorporated than during treatment. Conclusion: Current patient education research evaluating comprehension by cancer survivors after treatment, multidisciplinary approaches during treatment, and active participation by family members in outpatient or home care, is lacking. Studies that address these gaps should be conducted as RCTs. [ABSTRACT FROM AUTHOR]

Background: Generative artificial intelligence (AI) is rapidly transforming various aspects of healthcare, including critical care nephrology. Large language models (LLMs), a key technology in generative AI, show promise in enhancing patient care, streamlining workflows, and advancing research in this field. Summary: This review analyzes the current applications and future prospects of generative AI in critical care nephrology. Recent studies demonstrate the capabilities of LLMs in diagnostic accuracy, clinical reasoning, and continuous renal replacement therapy (CRRT) alarm troubleshooting. As we enter an era of multiagent models and automation, the integration of generative AI into critical care nephrology holds promise for improving patient care, optimizing clinical processes, and accelerating research. However, careful consideration of ethical implications and continued refinement of these technologies are essential for their responsible implementation in clinical practice. This review explores the current and potential applications of generative AI in nephrology, focusing on clinical decision support, patient education, research, and medical education. Additionally, we examine the challenges and limitations of AI implementation, such as privacy concerns, potential bias, and the necessity for human oversight. Key Messages: (i) LLMs have shown potential in enhancing diagnostic accuracy, clinical reasoning, and CRRT alarm troubleshooting in critical care nephrology. (ii) Generative AI offers promising applications in patient education, literature review, and academic writing within the field of nephrology. (iii) The integration of AI into electronic health records and clinical workflows presents both opportunities and challenges for improving patient care and research. (iv) Addressing ethical concerns, ensuring data privacy, and maintaining human oversight are crucial for the responsible implementation of AI in critical care nephrology. [ABSTRACT FROM AUTHOR]

Introduction: There is a growing concern regarding self-care and chemotherapy side effects. The present study aimed to assess the effectiveness of self-care measures on knowledge, self-efficacy, and performance status among cancer patients undergoing chemotherapy. Methods: A quasi-experimental study was conducted in Dr. Kamatchi Memorial Hospital, India. Using purposive sampling technique, 200 cancer patients were selected. Patients were interviewed using semi-structured knowledge questionnaires, Modified Stanford Patient Education Research Center Self-efficacy scale, deliberate self-efficacy with rating scale under four subheadings, and ECOG Performance Status Scale with 5-point grading scale i.e., dead to fully active. Results: There was adequate knowledge (95%) on self-care measures after the intervention. The mean score was significant, i.e., 21.33 (2.25), which had difference between post-knowledge score in experimental and control was statistically significant at P < 0.001 level. The majority of patients reported a high self-efficacy level (t = 198.60, P < 0.001). In addition, despite self-efficacy and knowledge the performance status observed at each cycle, i.e., 4 cycles had mean score of t = 32.13, P < 0.001, showed high level of performance status. Conclusion: The study revealed that the self-care measures during each cycle had improved the selfefficacy and performance status to high level, which in turn reduced the side effects of chemotherapy to the certain level. [ABSTRACT FROM AUTHOR]

The incidence of thyroid cancer continues to increase worldwide. The challenge facing the treatment of thyroid cancers is related to the fact that this disease exhibits a broad range of clinical behaviour from indolent tumour to very aggressive malignancies. Therefore, the public and patient education about thyroid cancer are becoming a crucial step in facing the challenge imposed by this cancer. Currently, social media channels such as YouTube, a video-sharing website on the Internet, play a significant role in public and patient education. Research on the part of YouTube in public education about cancer is on the rise, including a paper on thyroid cancer published recently in the Journal of Cancer Education. However, researchers conducting studies should use tools that are designed to assess videos, not written information or websites. DISCERN instrument and JAMA benchmark tools are not intended to evaluate videos such as those of YouTube. An ideal instrument for assessing YouTube should cover several parameters to identify educationally useful videos, including (i) scientific accuracy of video content, (ii) clarity of the massage given, (iii) authority (creator), (iv) pedagogy and educational basis and (v) technical design, including quality images and good visuals, production style, quality scripts, clear sounds and no noises in the background. While video images help in reinforcing the words and the message, both picture and sound quality are vital in creating a strong mental impression and engaging the audience. This commentary calls for the development of a standardised protocol that can help researchers to enhance their research publications and ensure that adequate and accurate data have been collected and analysed. Such a move will help us in establishing the right literature in this area and will help researchers conducting reviews and meta-analysis on YouTube videos. [ABSTRACT FROM AUTHOR]

The purpose of this study was to (a) describe the development of a culturally appropriate glucose monitoring video using a community-based participatory research approach and (b) assess the cultural appropriateness and effectiveness of the video. The topic of the video—using a glucometer and the importance of performing blood glucose checks—was chosen by Marshallese community stakeholders. The video was produced in Marshallese with English subtitles and disseminated through YouTube. Participants were recruited from August 16, 2016 to September 12, 2016 in a diabetes clinic that serves Marshallese patients in northwest Arkansas. Fifty participants completed a survey at pre- and postintervention, with questions capturing demographic information and questions on glucose monitoring self-efficacy using an adapted version of the Stanford Patient Education Research Center's Diabetes Self-Efficacy Scale. Twenty of those participants who completed the survey also completed semistructured interviews that assessed cultural appropriateness and effectiveness of the video. Participants reported significant increases in self-efficacy related to glucometer use and the importance of performing blood glucose checks (p <.001) and a 1.45% reduction in A1C between preintervention and 12 weeks postintervention (p =.006). Qualitative results indicated the video was both culturally appropriate and effective. The findings of this study were consistent with evidence in the literature, which shows health education videos can be effective at improving health behaviors. Using a community-based participatory research approach to prioritize video topics, and including members of the community in the creation and dissemination of the videos, could aid in ensuring the videos are effective and culturally appropriate. [ABSTRACT FROM AUTHOR]

The article discusses the Manejo Personal de la Diabetes self-management program designed by the Stanford University Patient Education Research Center under a grant from the National Institute for Nursing Research to help Hispanics with type 2 diabetes. It takes note of the limited availability of Certifed Diabetes Educators while citing the mobilization of community organizations to deliver workshops based on the Social Learning Theory of self-efficacy of Albert Bandura.

Background: The Stop Cancer PAIN Trial was a phase III pragmatic stepped wedge cluster randomised controlled trial which compared effectiveness of screening and guidelines with or without implementation strategies for improving pain in adults with cancer attending six Australian outpatient comprehensive cancer centres (n = 688). A system for pain screening was introduced before observation of a 'control' phase. Implementation strategies introduced in the 'intervention' phase included: (1) audit of adherence to guideline recommendations, with feedback to clinical teams; (2) health professional education via an email-administered 'spaced education' module; and (3) a patient education booklet and self-management resource. Selection of strategies was informed by the Capability, Opportunity and Motivation Behaviour (COM-B) Model (Michie et al., 2011) and evidence for each strategy's stand-alone effectiveness. A consultant physician at each centre supported the intervention as a 'clinical champion'. However, fidelity to the intervention was limited, and the Trial did not demonstrate effectiveness. This paper reports a sub-study of the Trial which aimed to identify factors inhibiting or enabling fidelity to inform future guideline implementation initiatives. Methods: The qualitative sub-study enabled in-depth exploration of factors from the perspectives of personnel at each centre. Clinical champions, clinicians and clinic receptionists were invited to participate in semi-structured interviews. Analysis used a framework method and a largely deductive approach based on the COM-B Model. Results: Twenty-four people participated, including 15 physicians, 8 nurses and 1 clinic receptionist. Coding against the COM-B Model identified 'capability' to be the most influential component, with 'opportunity' and 'motivation' playing largely subsidiary roles. Findings suggest that fidelity could have been improved by: considering the readiness for change of each clinical setting; better articulating the intervention's value proposition; defining clinician roles and responsibilities, addressing perceptions that pain care falls beyond oncology clinicians' scopes of practice; integrating the intervention within existing systems and processes; promoting patient-clinician partnerships; investing in clinical champions among senior nursing and junior medical personnel, supported by medical leaders; and planning for slow incremental change rather than rapid uptake. Conclusions: Future guideline implementation interventions may require a 'meta-implementation' approach based on complex systems theory to successfully integrate multiple strategies. Trial registration: Registry: Australian New Zealand Clinical Trials Registry; number: ACTRN 12615000064505; data: https://www.anzctr.org.au/Trial/Registration/TrialReview.aspxid=367236&isReview=true. [ABSTRACT FROM AUTHOR]

Background: Postgraduate clinical training programs improve the core competence of nurses. How postgraduate-year (PGY) nurses perceive their clinical competence and their preceptors' perceptions may affect program effectiveness. This study compared the perspectives of clinical competencies of PGY nurses engaged in a residency program in Taiwan with their preceptors' perspectives. Method: A cross-sectional study was conducted at a medical center in Taiwan. The Nursing Competence Questionnaire was used to obtain data from 99 pairs of PGY nurses and preceptors. Results: PGY nurses' scores were higher than their preceptors' for communication, patient education, and management competencies (p < .05). Preceptors with more years of clinical experience exhibited greater assessment discrepancies for clinical care, communication, patient education, research awareness, and overall competence (p < .05). Conclusion: Preceptor development courses should be grounded in a strong pedagogical framework. An assessment tool with explicit behavioral indicators would be needed for objective evaluation from both perspectives. [ABSTRACT FROM AUTHOR]

Aim: To investigate the factors that facilitate or hinder nurses in providing patient education. Design: A mixed‐method systematic review. Data Sources: Six databases (Cochrane Library, PubMed, EMBASE, Web of Science, MEDLINE and ERIC) were systematically searched for relevant publications. Methods: The study was conducted following the JBI for mixed‐method systematic reviews, and the reporting followed the PRISMA guideline. Two researchers independently performed literature screening, literature evaluation, data extraction and synthesis. PROSPERO registration number: CRD42023427451. Results: Twenty‐six eligible articles were included, including 15 quantitative articles, 10 qualitative articles and 2 mixed‐methods articles. The resultant synthesis of key findings led to the identification of these barriers and facilitators, categorised into five distinct levels: nurse‐related factors, organisational factors, patient‐related factors, the nurse–patient relationship and interdisciplinary collaboration. Conclusions: The findings highlight the factors that facilitate or hinder nurses in providing patient education, suggesting that multifaceted interventions can enhance the practice of patient education in nursing and support the development of appropriate patient education guidelines or public policies. Relevance to Clinical Practice: This review delineates the facilitators and barriers influencing nurses' provision of patient education, offering an initial framework for nursing managers to craft interventions aimed at enhancing the quality of patient education provided by nurses, consequently elevating the overall quality of nursing. [ABSTRACT FROM AUTHOR]

Many studies have tested clinical and behavioral approaches for improving glycemic control in people with diabetes. We reviewed studies to identify how blood glucose (BG) values have been used in patient-focused clinical research and interventions. We sought to describe the frequency that BG values have been the focus of patient education research and to characterize the different methods to integrate BG into an intervention, the approaches implemented to support patient education, and behavior change, and the nature of communication about BG values. Thirty-four eligible studies were identified that included patient education using BG values. Information regarding the study and intervention characteristics include: (1) characteristics of the study sample, (2) how BG values were obtained, (3) use of a graphical interface for BG values, (4) use of a BG log, (5) BG interpretation and regimen adjustments, (6) recommended actions to patient, (7) modality of intervention, and (8) intervention communication schedule. The review demonstrated that new BG technologies provide outstanding opportunities for greater access to BG data, and for patient support and intervention. However, it also indicated a need to improve and expand support for people with diabetes in their daily use of BG values to maintain and improve glycemic control. In order to make the most sustainable impact on behavior, generalizable skills such as problem solving need to be integrated into BG education. [ABSTRACT FROM AUTHOR]

The Louisiana Governor's Office of Elderly Affairs (GOEA) implemented the Stanford Chronic Disease Self-Management Program (CDSMP) called Your Life, Your Health! (YLYH) which provides patient education for selfmanagement of chronic disease. YLYH was provided to more than 500 adults over age 60 through Louisiana's aging network. More than 75% of the participants completed the program. The program reached 25 of Louisiana's 64 parishes. Program fidelity was maintained. The infrastructure and many partnerships were created during implementation. The participant outcomes were encouraging, given that results reveal the benefits of chronic disease self-management. The system, program, and participant outcomes for YLYH were mostly achieved. Expected participant outcomes for improved self-rated health, increased energy levels, reduced health distress, increased endurance exercises, and fewer hospitalizations were all obtained. The expected increase in anaerobic (stretching or strengthening) exercises was not obtained. Health care utilization among participants decreased. This includes a reduction in emergency room visits and hospitalizations. This program should reduce costs for the delivery of health care services. [ABSTRACT FROM AUTHOR]

Introduction: Generative AI is revolutionizing patient education in healthcare, particularly through chatbots that offer personalized, clear medical information. Reliability and accuracy are vital in AI-driven patient education. Research question: How effective are Large Language Models (LLM), such as ChatGPT and Google Bard, in delivering accurate and understandable patient education on lumbar disc herniation? Material and methods: Ten Frequently Asked Questions about lumbar disc herniation were selected from 133 questions and were submitted to three LLMs. Six experienced spine surgeons rated the responses on a scale from “excellent” to “unsatisfactory,” and evaluated the answers for exhaustiveness, clarity, empathy, and length. Statistical analysis involved Fleiss Kappa, Chi-square, and Friedman tests. Results: Out of the responses, 27.2% were excellent, 43.9% satisfactory with minimal clarification, 18.3% satisfactory with moderate clarification, and 10.6% unsatisfactory. There were no significant differences in overall ratings among the LLMs (p = 0.90); however, inter-rater reliability was not achieved, and large differences among raters were detected in the distribution of answer frequencies. Overall, ratings varied among the 10 answers (p = 0.043). The average ratings for exhaustiveness, clarity, empathy, and length were above 3.5/5. Discussion and conclusion: LLMs show potential in patient education for lumbar spine surgery, with generally positive feedback from evaluators. The new EU AI Act, enforcing strict regulation on AI systems, highlights the need for rigorous oversight in medical contexts. In the current study, the variability in evaluations and occasional inaccuracies underline the need for continuous improvement. Future research should involve more advanced models to enhance patient-physician communication.

Aim: This review aimed to identify validated self‐reported instruments used to measure nurses' competence or attribute(s) of competence in empowering patient education, to describe their development and main content and critically appraise and summarize the quality of the instruments. Design: Systematic review. Data Sources: Electronic databases of PubMed, CINAHL and ERIC were searched from January 2000 to May 2022. Review Methods: Data was extracted following predetermined inclusion criteria. With the support of the research group, two researchers performed data selection and appraised the methodological quality using the COnsensus‐based Standards for the selection of health status Measurement INstruments checklist (COSMIN). Results: A total of 19 studies reporting 11 instruments were included. The instruments measured varied attributes of competence and the contents were heterogenous reflecting the complex nature of both empowerment and competence as concepts. Overall, the reported psychometric properties of the instruments and methodological quality of the studies were at least adequate. However, there was variation in the testing of the instruments' psychometric properties and lack of evidence limited the evaluation of both the methodological quality of the studies and quality of instruments. Conclusion: The psychometric properties of the existing instruments assessing nurses' competence in empowering patient education need to be tested further, and future instrument development should be built on a clearer definition of empowerment as well as on more rigorous testing and reporting. In addition, continued efforts to clarify and define both empowerment and competence on the conceptual level are needed. Impact Evidence on nurses' competence in empowering patient education and its valid and reliable assessment instruments is scarce. Existing instruments are heterogenous and are often missing proper testing of validity and reliability. These findings contribute to further research on developing and testing the instruments of competence in empowering patient education and strengthening nurses' empowering patient education competence in the clinical practice. [ABSTRACT FROM AUTHOR]

Background: Despite the increasing survival rates, liver transplant patients experience numerous postoperative complications and encounter significant challenges in long-term self-management. This study aims to examine the effectiveness of empowerment education in enhancing self-management skills and self-efficacy among liver transplant recipients. Methods: A randomized, single-blind, single-center trial was conducted in China between August 2019 and September 2020, involving liver transplant recipients. The intervention group received 12 weeks of empowerment education, while the control group received 12 weeks of routine education..The study assessed the patients' self-management and self-efficacy using the Liver Transplant Recipient Self-Management Questionnaire and the Self-efficacy for Managing Chronic Disease 6-Item Scale. Follow-up assessments were conducted at 1, 3, and 6 months after the intervention. Results: Eighty-four patients were initially randomized to either the intervention group (n1 = 42) or the routine education group (n2 = 42). Twelve patients were excluded from the analysis due to loss of follow-up or discontinuation of the intervention, leaving 72 patients (n1 = 35, n2 = 37) for the final analysis. The scores for exercise and lifestyle management were significantly higher in the intervention group than in the control group at 1, 3, and 6 months after the intervention (t = 3.047, 5.875, 8.356, and t = 5.759, 4.681, 11.759, respectively; P < 0.05). At 3 and 6 months after the intervention, the scores for cognitive symptom management, communication with physicians, and self-efficacy were significantly higher in the intervention group than in the control group (t = 5.609, 6.416, and t = 5.576, 11.601, and t = 6.867, 15.071, respectively; P < 0.001). Within the intervention group, self-management scores increased significantly over time, while within the control group, the scores for communication with physicians, lifestyle, and self-efficacy showed a significant decline from 3 to 6 months after routine health education. Conclusions: The results of this study suggest that empowerment education is an effective means of improving the self-management and self-efficacy of liver transplant patients, with better outcomes compared to routine health education. These findings have important implications for nursing practice and provide valuable guidance for clinical education of liver transplant patients. Trial registration: ChiCTR2200061561. [ABSTRACT FROM AUTHOR]

The Osteoarthritis Action Alliance formed a secondary prevention task group to develop a consensus on secondary prevention recommendations to reduce the risk of osteoarthritis after a knee injury. Our goal was to provide clinicians with secondary prevention recommendations that are intended to reduce the risk of osteoarthritis after a person has sustained an anterior cruciate ligament injury. Specifically, this manuscript describes our methods, literature reviews, and dissenting opinions to elaborate on the rationale for our recommendations and to identify critical gaps. Consensus process. Virtual video conference calls and online voting. The Secondary Prevention Task Group consisted of 29 members from various clinical backgrounds. The group initially convened online in August 2020 to discuss the target population, goals, and key topics. After a second call, the task group divided into 9 subgroups to draft the recommendations and supportive text for crucial content areas. Twenty-one members completed 2 rounds of voting and revising the recommendations and supportive text between February and April 2021. A virtual meeting was held to review the wording of the recommendations and obtain final votes. We defined consensus as >80% of voting members supporting a proposed recommendation. The group achieved consensus on 15 of 16 recommendations. The recommendations address patient education, exercise and rehabilitation, psychological skills training, graded-exposure therapy, cognitive-behavioral counseling (lacked consensus), outcomes to monitor, secondary injury prevention, system-level social support, leveraging technology, and coordinated care models. This consensus statement reflects information synthesized from an interdisciplinary group of experts based on the best available evidence from the literature or personal experience. We hope this document raises awareness among clinicians and researchers to take steps to mitigate the risk of osteoarthritis after an anterior cruciate ligament injury. [ABSTRACT FROM AUTHOR]

This article discusses online patient education materials (PEMs) in the context of type 1 diabetes and the language used to describe the condition. The role of healthcare providers and health information professionals in the delivery of online PEMs is described. Relevant theories regarding the impact of language are discussed. A theoretical framework for understanding and assessing PEMs is presented, along with the introduction of in-progress research on the use of language in online PEMs for adults with type 1 diabetes. [ABSTRACT FROM AUTHOR]

Background: Diabetes affects many people across the world. Diabetes education plays a critical role in helping people with diabetes to perform diabetes self-management at home. Intervention: We explored whether serious games can be used as a supplementary tool for diabetes education. Two online video games- the "Diabetic Dog" game and "Carb Counting with Lenny the Lion" game, were used for the study. Methods: Fourteen patients with Type II diabetes were recruited from the Norman Diabetes Center by personal invitations. After initial training, the patients played the games a minimum of four times per week during the two-week study duration. Pre- and post-assessments of patients' diabetes knowledge and self-efficacy in diabetes self-management behaviors were performed using questionnaires, and an interview was conducted at the end to gauge the effectiveness of the game intervention. Results: The results from the questionnaires show a general trend of improvement in patient diabetes knowledge and self-efficacy in diabetes self-management. A general trend of improvements in patients' self-efficacy in controlling blood sugar level, handling abnormal blood sugar levels, taking insulin, and complying with a diabetes diet was observed. The interview results showed that the patients reinforced their diabetes knowledge and became more aware of their own lifestyles by playing diabetes educational games. They perceived the games as fun and easy to play. They also provided suggestions for the game design for diabetes education. Conclusion: The study showed that serious game intervention had good potential to be a useful supplement to clinic-based diabetes education in improving patient diabetes knowledge and increasing patient self-efficacy in diabetes self-management behavior. [ABSTRACT FROM AUTHOR]

Purpose: The research aimed to develop a valid and reliable measurement instrument to determine patient satisfaction with patient education. Design and Methods: Data were collected by the researchers with the "Patient Information Form" and the "Patient Education Satisfaction Scale (PESS)." Findings: The factor load values of the scale items range from 0.534 to 0.890. X2/SD was 3.49, the goodness‐of‐fit index was 0.91, the adjusted goodness‐of‐fit index was 0.92, the comparative fit index was 0.91, root mean square error of approximation was 0.061, and standardized root mean square residual was 0.061. The scale was shaped with 30 items and a single dimension. Cronbach's α value of the scale was 0.93. The item‐total correlation scores range between 0.68 and 0.87. Practice Implications: PESS is a valid and reliable scale. It is thought that this measurement tool will be useful for researchers working with patient education. [ABSTRACT FROM AUTHOR]

Although meta-analyses have examined the association between patient education and health, the validity and quality of this evidence have not been comprehensively assessed. This second order meta-analysis combined previous meta-analyses that examined the effectiveness of patient education on health outcomes as an overall weighted grand mean d ¯ ¯ . Further, measures of methodological quality, meaningful variability across first order meta-analyses, and evidence for publication bias were examined. Forty meta-analyses were identified, investigating 156 associations between patient education and health summarizing data from over 776 studies including more than 74.947 patients. Quantitative analyses showed that patient education positively affects health outcomes with d ¯ ¯ = 0.316 (95% CI [0.304, 0.329]). Summarizing data exclusively from randomized controlled trials indicated a causal effect. Patient education was effective for patients with neoplasms, diabetes, mental and behavioral disorders, diseases of the circulatory system, the respiratory system, and the musculoskeletal system. Patient education was effective in the reduction of medication use, pain, and visits to medical facilities, and significantly improved physiological, physical, psychological outcomes, and patients' general function. Overall, the findings reveal firm evidence for the effectiveness of patient education on health outcomes. However, theory-based interventions are lacking and need to be implemented to enable a successful transfer from theory to practice. [ABSTRACT FROM AUTHOR]

Aims: The aim of this study was to explore the educational expectations and experiences of surgical patients. Design: Prospective, longitudinal, descriptive and two‐centre study. Data were collected with questionnaires at the hospital and 6 weeks and 6 months postsurgery. Methods: Patients undergoing elective surgery and hospitalized overnight from January to July 2016 answered questions about the content of received pre‐operative and pre‐discharge education, topics they wanted more information on, sources of information, satisfaction with and usefulness of the information and if their recovery was as expected. Results: Patients (N = 697, 49% male, mean age 64.1 [SD 12.6] years) perceived the provided education as useful and satisfactory but less so after discharge. Most common topics which they expected more education about were postoperative complications, pain management, fatigue, lack of stamina and expected recovery time. Most patients received information through face‐to‐face teaching (79.7%) and in writing (78.4%). Expectations on recovery were related to patients' satisfaction with the education and how useful they evaluated it. [ABSTRACT FROM AUTHOR]

Purpose: Information value is created by providing care for specific medical conditions. To assess the appropriate content and time of delivery, a research framework to examine information values at different stages of the care continuum is needed. This study identified essential information to recommend for different stages of Systemic Lupus Erythematosus (SLE) management. Methods: Using Porter's value chain analysis, we conducted a content analysis of the research literature, clinical practice guidelines, and patient education materials in an education-enabled environment regarding patient with SLE. We also used a natural language processing technique to automatically map the essential information identified into authorized concepts in the National Library of Medicine's Unified Medical Language Systems. Results: The essential contents in the diagnosis stage pertained to a general understanding of disease manifestation such as SLE definition, pathophysiology, etiology, prognosis, and progress. The intervening stage highlights information about prominent spheres of therapeutic regimens and administration as well as diverse care providers with relevance to their specific roles. While screening information, such as self-awareness of SLE signs, is valued prior to a clinical visit, the monitoring information follows clinical visits to avoid flaring events. The key concepts identified were "butterfly rash" (C0277942), "anti-inflammatory drugs" (C0003211), "SLE" (C0024141), and "antinuclear antibodies" (C0151480). Conclusion: Communication of essential information identified at appropriate care stages can increase patient knowledge and reduce anxiety levels to improve self-care. [ABSTRACT FROM AUTHOR]

* OBJECTIVE: To summarize the content, development, and delivery of education interventions in clinical trials for people with knee osteoarthritis (OA). * DESIGN: Ancillary analysis of a systematic review. * LITERATURE SEARCH: MEDLINE, EMBASE, SPORTDiscus, CINAHL, and Web of Science were searched from inception to April 2020. * STUDY SELECTION CRITERIA: Randomized controlled trials involving patient education for people with knee OA. * DATA SYNTHESIS: Content of education interventions was matched against a predefined topic list (n = 14) and categorized as accurate and clear, partially accurate/lacks clarity, or not reported. We examined whether education interventions included skill development or stated learning objectives and if they were developed based on theory, previous research, or codesign principles. Delivery methods and mode(s) were also identified. Data were summarized descriptively. * RESULTS: Thirty-eight education interventions (30 trials) were included. Interventions lacked comprehensiveness (median topics per intervention = 3/14, range = 0-11). Few topics were accurately and clearly described (10%, 13/136). Sixty-one percent (n = 23/38) of interventions targeted skill development, and 34% (n = 13/38) identified learning objectives. Forty-two percent (n = 16/38) were based on theory; 45% (n = 17/38) were based on research for chronic conditions, including 32% (n = 12/38) based on OA. Eleven percent of interventions (n = 4/38) were codesigned. Education was typically facilitated through face-to-face sessions (median = 9, range = 0-55), supplemented with telephone calls and/or written materials. * CONCLUSION: Education interventions for people with knee OA lacked comprehensiveness plus accurate and clear descriptions of topics covered. Most interventions failed to identify learning objectives and were not based on theory, previous research, or codesign principles. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Abstract: Objective: The aim of this study is to point out the recent characteristics and developments of therapeutic patient education (TPE) in rheumatoid arthritis through an analysis of the international articles published from 2003 to 2008. Method: Studies were selected from major databases, using the following keywords: rheumatoid arthritis, patient education, self-management, programs. Three authors independently reviewed each study and selected the data using the patient education research categories (PERC). Articles consistently related to patient education in rheumatoid arthritis (37 among 109) were included. Results: The selected articles have been published in 23 scientific journals. The majority of them concern TPE for adult patients with rheumatoid arthritis. TPE is delivered in several structures and group education represents the most widespread educational strategy mainly provided by a multiprofessional team. There are two types of programs: educational, aiming to make the patient competent in the daily management of his disease and psycho-educational ones, aiming to improve coping and to decrease stress, anxiety and depression. Twenty-eight studies show the effectiveness of TPE on the basis of bio-clinical, educational, psychosocial, economical criteria, but the majority of these positive results are observed in short-term. Barriers to TPE are linked to cultural and socio-economic factors. Conclusion: A large number of studies still assess the positive effects of TPE. Nowadays, the problems of short-term efficacy of TPE and the cultural and social barriers to this practice have become a major issue for research. [ABSTRACT FROM AUTHOR]

The article presents abstracts on oncology nursing research which include building a collaborative nursing practice to promote patient education, research on identification of organisms that cause infection in patients, and research exploring pain management in acute care medicine patients.

People with diabetes frequently have elevated diabetes distress. Although mindfulness‐based stress reduction (MBSR) therapy has been shown effective in reducing diabetes distress, it has only been delivered by psychologists or a multidisciplinary team with an attrition rate of up to 39%, which limits its dissemination to a broader audience. This study was aimed to pilot evaluate the feasibility of a nurse‐led MBSR therapy and explore its potential efficacy amongst people with type 2 diabetes mellitus. A total of 100 participants were randomly allocated either to the intervention group (nurse‐led MBSR therapy + regular diabetes education) or the control group (regular diabetes education). Data on diabetes distress, diabetes self‐efficacy, and diabetes self‐management were collected at baseline, 8 and 12 weeks. Hemoglobin A1c (HbA1c) was collected at baseline and 12 weeks. A generalized estimating equation analysis for repeated measures was used to determine intervention and time effects. As predicted, the nurse‐led MBSR therapy had a significant time‐by‐group interaction effect on diabetes distress total score (95% confidence interval [CI]: 0.58–0.77, p < 0.001), diabetes self‐efficacy (95% CI: −0.93 to −0.74, p < 0.001), diabetes self‐management (95% CI: −10.80 to −7.83, p < 0.001), and HbA1c levels (95% CI: 0.04–1.14, p = 0.03) in the intervention group compared with the control group over 12 weeks. This is the first nurse‐led MBSR therapy in a hospital setting that is feasible and has the potential to improve health outcomes. This approach may offer an innovative model to deliver MBSR therapy. A randomized controlled trial comparing the nurse‐led MBSR plus usual diabetes education with usual diabetes education along with a mechanism to equalize intervention attention between the groups is indicated. [ABSTRACT FROM AUTHOR]

Purpose/Objectives: To provide an overview of cancer-related patient-education research to determine future research needs. Data Sources: A literature search of peer-reviewed articles from 1989u1999. Databases that were searched included Medline™, CINAHL™, HealthStar™, ERIC™, CancerLit™, and PubMed™. Data Synthesis: 176 articles were analyzed and synthesized into narrative form. Conclusions: Patients with cancer want and benefit from information, especially when making treatment decisions. Education helps patients manage side effects and improves adherence. Literacy is an important factor in materials development. The efficacy of computer-assisted learning, audio and video programs, and telephone interventions is supported in a variety of patient groups. Pain education can improve pain control, but the impact on fatigue has not been well researched. Implications for Nursing Practice: Patient education is an important component of nursing care. Research has confirmed its impact in many areas but questions still remain. [ABSTRACT FROM AUTHOR]

Pregnancy can have risks after kidney transplantation (KT). This mixed‐methods study aimed to identify the percentage of women getting pregnant after KT and explore motives for and against pregnancy together with psychosocial and medical factors involved in decision making. Furthermore, experiences of pregnancy and child‐raising were explored. Women who got pregnant after KT were matched with women who had not been pregnant after KT. Semi‐structured interviews were conducted, transcribed verbatim and analyzed using directed content analysis. After KT, only 12% of women got pregnant. Eight women with pregnancies after KT were included (P‐group) and matched with 12 women who had not been pregnant after KT (NP‐group). Women after KT experienced a high threshold to discuss their pregnancy wish with their nephrologist. The nephrologists' advice played an important role in decision‐making, but differed between the groups. In the P‐group, a desire for autonomy and positive role models were decisive factors in proceeding with their pregnancy wish. In the NP‐group, disease burden and risk perception were decisive factors in not proceeding with their pregnancy. Nephrologists need to be proactive in broaching this subject and aware of factors influencing the decision and outcomes. Standardized preconception guidelines on pregnancy counseling are recommended. [ABSTRACT FROM AUTHOR]

A literature search located 23 evaluations of patient education programs that utilized a randomly selected control group (i.e., an experimental design) or a nonequivalent control group (i.e., a quasi-experimental design), Meta-analysis procedures were used to combine the findings of these studies. The effect size for each of 102 dependent variables was derived from the mean of an experimental group and the mean and standard deviation of an untaught control group. The effect size is a =-score that can be converted into the mean percentile rank of taught patients relative to the untaught controls. The mean effect size for all studies was .74, which is equivalent to improving the average taught patient from the fiftieth to the seventy-seventh percentile relative to the untaught patient group. Suggestions for improving the usefulness of patient education research design and report content are discussed. [ABSTRACT FROM AUTHOR]

This study aimed to develop a locally suitable advance care planning (ACP) program for older community-dwelling adults and a training program for nurse facilitators in Korea, and to evaluate their feasibility from the facilitators' experiences. This was a mixed methods pilot study that assessed the feasibility of an ACP program by analyzing survey, checklist, and focus group interview data. The ACP program was named CLOSE (Communicating and Listening to Our Seniors' voices about End-of-life care). Home health care nurses (N = 9) participated in this study. The participants reported that CLOSE was applicable to older community-dwelling adults and the training program was useful for increasing facilitator competency. We suggest some lessons from this pilot study that can be used to improve the ACP program and encourage community health nurses to participate in ACP as facilitators. [ABSTRACT FROM AUTHOR]

Aims: Despite published guidelines emphasizing the importance of education in the management of heart failure (HF), the most effective method of education remains unknown. The aim of this study was to test the efficacy of constructivist teaching method (CTM) on the patients with HF. Methods and results: This is a single-centre, randomized controlled trial. Patients in the intervention group were educated using the CTM in five phases: orientation, elicitation, restructuring, application, and review. The duration of intervention was 6 months. For the study outcome measures, five questionnaires were used: Atlanta Heart Failure Knowledge Test (AHFK), Minnesota Living with Heart Failure (HMLHFQ), Self-Efficacy for Appropriate Medication Use Scale (SEAMS), European Heart Failure Self-care Behaviour Scale (EHFScBS-9), and Duke Activity Status Index (DASI). A total of 122 adults (83.6% male, mean age ± standard deviation 67.1 ± 12.3 years) were enrolled in the study; 61 in the intervention group and 61 in the control group. At 6 months, the knowledge, the quality of life, the self-efficacy for appropriate medication use, the self-care behaviour, and the activity were improved in both groups but the degree of change was greater in the intervention group as indicated from the results of repeated measurements analysis of variance (P < 0.001). Significantly lower proportion of readmission at hospital at 1 month (8.2% vs. 23%, P = 0.025), and 6 months (13.1% vs. 36.1%, P = 0.003) were found for the intervention group. Conclusions: Training of HF patients through the CTM helps effectively manage the disease while significantly reducing hospital readmissions due to decompensation. [ABSTRACT FROM AUTHOR]

Research on dietary and lifestyle modifications to decrease cardiovascular risk and slow disease progression has been limited to patients in the later stages of chronic kidney disease (CKD). Studies on the effectiveness of stage-of-change-tailored interventions on lifestyle modifications for individuals with early stage CKD are limited. Using random assignment, 60 patients with early stage CKD who received up to six tailored intervention visits over 30 months were compared to 60 usual care patients on physical indicators, lifestyle behaviors, and quality of life. Tailored interventions were consistent with the trans-theoretical Model of Change. Waist circumference, nutrition, and stress management improved over time in the intervention group. There was no difference or change in quality of life. To promote a healthier lifestyle, findings suggest that clinicians working with patients with CKD should consider patients' readiness to change their behaviors as well as implementation strategies tailored for different processes of change. [ABSTRACT FROM AUTHOR]

There is increased awareness that health-related institutions, organizational and disciplinary policies and practices, and individual professionals have a role in creating or maintaining health inequalities. Critical theories may be especially helpful at this time, as their purpose is to critique and transform inequitable and unjust norms, systems, and practices. This paper shares examples from the podcast series "10 Minutes to Better Patient Communication," when critical frameworks from language and literacy are used to identify and interrupt deficit perspectives on individuals and groups, showing how deficit perspectives can hide in words, phrases, and discourses used in patient communication and health literacy. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to determine the effect of web-based education and counselling for patients with systemic lupus erythematosus on self-efficacy, fatigue and assessment of care. Methods: The study was conducted as a randomized controlled trial. The study sample consisted of 80 patients divided into two groups: the experimental group (n = 40) and a control group (n = 40). Randomization was performed by simple random sampling. At the beginning of the study (month 0), data-collection forms were administered to both groups. Web-based education was carried out for the first three months, and counselling and information updates were given for the next three months for the experimental group. In the intervention process, the control group just received standard care. After six months, data-collection forms were administered to both groups again. Results: The mean age of the participants in the experimental and control groups was 35.58 ± 8.40 years and 39.00 ± 12.71 years, respectively. In both groups, 95% of patients were women. Wilcoxon's test was used for within-group comparisons before and after the study. The Mann–Whitney U -test was used to evaluate the difference between the two groups before the intervention and between the two groups after the intervention. We found that there was a significant improvement in fatigue, self-efficacy and assessment of chronic illness care in the experimental group at the end of the study (p < 0.05). Conclusions: The intervention had a positive effect on self-efficacy, fatigue and satisfaction with chronic illness. In accordance with the results, similar studies should be conducted for different patient groups in order to strengthen the results. [ABSTRACT FROM AUTHOR]