Patient Education in the Emergency Department

Abstract

Patient education is a key component for the management of many acute and chronic conditions. Presentation to the emergency department (ED) may offer an opportunity for patient education. The purpose of this review was to explore and analyze the type of interventions and outcomes used in this setting and to determine whether there is emerging evidence of effectiveness of these interventions. This systematic review was guided by an explicit search strategy, retrieval procedures, and appraisal process. An initial search was done using the key words "emergency" and "patient education." Data sources included articles published between 1966 and 2005. Synthesis tables were created using Weston and Cranton's adaptation of Bloom's Taxonomy of Learning Domains as a framework. Nineteen studies met the inclusion criteria and comprised the final set for this review. Interventions used lecture, discussion, demonstration, and practice and instructional tools to relay information. Outcome measures included those from cognitive, affective, and psychomotor learning domains. In 10 randomized controlled trials, 6 studies reported being able to meet their learning domain outcomes using a variety of teaching methods. Educational interventions in the ED are both possible and feasible as examined in the studies in this review. Key words: emergency medical services, health education, patient education P ATIENT COUNSELING and education are key components for effective selfmanagement and monitoring required with many acute and chronic conditions. Current evidence-based guidelines for complex conditions, such as asthma and diabetes, in-

Short-term patient and family counselling for acute health change - an integrative literature review

“…Various counselling methods were found to be effective in meeting the clients' learning goals. Among them were lectures and instructional tools, [26] written instructions and discussion, [21,26] demonstration and practice techniques. [26] Using a wide variety of counselling methods demands that staff members prepare themselves well for the counselling situations.…”

“…Among them were lectures and instructional tools, [26] written instructions and discussion, [21,26] demonstration and practice techniques. [26] Using a wide variety of counselling methods demands that staff members prepare themselves well for the counselling situations. The compatibility of information given by medical and nursing staff was found important, with various professional groups complementing each other.…”

“…[29] Several studies assert that patients found the written instructions easy to understand [28,30,31] and effective due to uncomplicated language. [26] Counselling provided by various professionals means that according to a number of studies, patients and families received counselling from both nurses and doctors, [20,30,32,33] mainly in the context of care. [21] Family members found the information provided at the bedside comprehensible and concrete, because they were able to observe the patient's situation and see the care equipment and instruments.…”

“…Secondly, although counselling provided by medical staff only was one of the exclusion criteria, one of the articles [23] involved doctors (n = 2) besides nurses (n = 18) and family members (n = 26). On the other hand, reliability is enhanced by the inclusion of five literature reviews [26,34,36,37,40] as part of the data. Careful inductive content analysis was conducted to analyse the data.…”

Evaluation of online video content related to reverse shoulder arthroplasty: a YouTube-based study

“…Lecture videos often involve physicians and surgeons with high knowledge and expertise in their respective fields. These videos are usually thorough, comprehensive, and accurate in delivering information [ 25 ]. As such, it is not surprising that these had higher scores in our study.…”