A Systematic Review of Web-Based Educational Interventions

Fredericks, Suzanne; Martorella, Géraldine; Catallo, Cristina

doi:10.1177/1054773814522829

Cited by 45 publications

(47 citation statements)

References 30 publications

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“…Web‐based interventions accessed during recovery at home after surgery are most effective when they are interactive and allow patients to navigate the online system on their own (Fredericks et al . ). Available evidence is scarce on more specific computer‐based methods such as serious games for adults (Friedman et al .…”

Section: Introductionmentioning

confidence: 97%

Perceptions about traditional and novel methods to learn about postoperative pain management: a qualitative study

Ingadóttir

Blöndal

Jaarsma

et al. 2016

Journal of Advanced Nursing

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Aim The aim of this study was to explore the perceptions of surgical patients about traditional and novel methods to learn about postoperative pain management. Background Patient education is an important part of postoperative care. Contemporary technology offers new ways for patients to learn about self‐care, although face‐to‐face discussions and brochures are the most common methods of delivering education in nursing practice. Design A qualitative design with a vignette and semi‐structured interviews used for data collection. Methods A purposeful sample of 13 postsurgical patients, who had been discharged from hospital, was recruited during 2013–2014. The patients were given a vignette about anticipated hospital discharge after surgery with four different options for communication (face‐to‐face, brochure, website, serious game) to learn about postoperative pain management. They were asked to rank their preferred method of learning and thereafter to reflect on their choices. Data were analysed using an inductive content analysis approach. Findings Patients preferred face‐to‐face education with a nurse, followed by brochures and websites, while games were least preferred. Two categories, each with two sub‐categories, emerged from the data. These conceptualized the factors affecting patients’ perceptions: (1) ‘Trusting the source’, sub‐categorized into ‘Being familiar with the method’ and ‘Having own prejudgments’; and (2) ‘Being motivated to learn’ sub‐categorized into ‘Managing an impaired cognition’ and ‘Aspiring for increased knowledge’. Conclusion To implement successfully novel educational methods into postoperative care, healthcare professionals need to be aware of the factors influencing patients’ perceptions about how to learn, such as trust and motivation.

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Section: Introductionmentioning

confidence: 97%

Perceptions about traditional and novel methods to learn about postoperative pain management: a qualitative study

Ingadóttir

Blöndal

Jaarsma

et al. 2016

Journal of Advanced Nursing

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“…Of the 34 articles describing patient education, 7 were literature reviews . Our search identified one Cochrane review, which was included .…”

Section: Resultsmentioning

confidence: 99%

“…Nine articles discussed conditions other than disorders of thrombosis and hemostasis while 5 articles identified approaches to generalized patient education . Eight articles discussed the education of health‐care providers with respect to the provision of patient education …”

Section: Resultsmentioning

confidence: 99%

“…Particularly evident in literature describing pediatrics, developmental theories such as Piaget's provide the basis for general educational interventions and teaching strategy and their use–in conjunction with teaching strategy–is well described. In comparison, current health care literature focusses on the use of teaching strategy and description of content without specifically identifying associated theory …”

Section: Introductionmentioning

confidence: 99%

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Principles and theory guiding development and delivery of patient education in disorders of thrombosis and hemostasis: Reviewing the current literature

Hews‐Girard

Guelcher

Meldau

et al. 2017

Research and Practice in Thrombosis and Haemostasis

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Essentials Appropriate, theory‐based education has been linked to improved patient and system outcomes.Literature regarding theory‐based education in thrombosis and hemostasis is extremely limited.Current literature describes teaching strategy in single centers vs. impact of underlying theory.Collaborative efforts are required to make recommendations regarding optimization of education. Prior work regarding patient education has identified the importance of using learning theory and educational models to develop and deliver content that will improve patient outcomes. Current literature appears to examine implementation of teaching strategies without clear identification of educational principles. This review aimed to identify educational principles and theory currently utilized in the planning and delivery of patient education in disorders of thrombosis and hemostasis. The majority of articles reviewed evaluated the impact of educational interventions on patient outcomes; links between educational principles and changes in outcomes was lacking. Few articles clearly referenced theory in development of patient education; fewer focussed on the population of interest. The lack of literature demonstrates the need for multi‐center collaborative research aimed at generation of an improved level of evidence regarding the most effective theoretical framework for the development, delivery and evaluation of patient education for patients with disorders of thrombosis and hemostasis. Once a theoretical framework for patient education is developed and tested, the unique contribution of patient education to both knowledge and clinical outcomes can be robustly evaluated.

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“…66 Web--based interventions accessed during recovery at home after surgery are most effective when they are interactive and allow patients to navigate the online system on their own. 67 Reviews on the outcomes of patient education for surgical patients support practice which uses combined media, individualises the content, offers multiple sessions, provides the education on a one--on--one basis and includes the caregiver. 12,55,56 Available evidence is scarce on the effectiveness of more specific computer--based methods such as serious games for adults.…”

Section: Acquisition Of Motivation (Self--awareness and Attitude Thromentioning

confidence: 99%

Learning as a patient : What and how individuals want to learn when preparing for surgery, and the potential use of serious games in their education

Ingadóttir¹

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A Systematic Review of Web-Based Educational Interventions

Cited by 45 publications

References 30 publications

Perceptions about traditional and novel methods to learn about postoperative pain management: a qualitative study

Perceptions about traditional and novel methods to learn about postoperative pain management: a qualitative study

Principles and theory guiding development and delivery of patient education in disorders of thrombosis and hemostasis: Reviewing the current literature

Learning as a patient : What and how individuals want to learn when preparing for surgery, and the potential use of serious games in their education

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