Piloting education days for patients with early rheumatoid arthritis and their partners: A multidisciplinary approach

Ellard, David R; Barlow, Jane; Paskins, Zoë; Stapley, Jacqueline; Wild, Ann; Rowe, I. F.

doi:10.1002/msc.137

Cited by 17 publications

(21 citation statements)

References 19 publications

(15 reference statements)

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“…As shown in Table 2, 5 papers reported studies that recruited only older age groups (people aged 50 years and over [22][23][24], people aged 55 years and over [25], or people aged 65 years and over [26]), thereby likely excluding women of reproductive age. A further 10 studies did not report detailed eligibility criteria [27][28][29][30][31][32][33][34][35][36].…”

Section: Studies With Exclusion Criteria Related To Pregnancy Breastmentioning

confidence: 99%

“…In a later unrelated study, Hammond and colleagues [42] evaluated a modular behavioural arthritis education program that included a facilitated discussion about the impact of arthritis on the family. Finally, the study by Ellard et al [34] evaluated the effect of targeted education for people with RA and their partners, provided in the form of day-long workshops. One of the workshops involved small-group discussions on relationships, led by a specialist registrar and a psychologist.…”

Section: Information About Relationships and Sexual Advicementioning

confidence: 99%

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A systematic review of interventions to improve knowledge and self-management skills concerning contraception, pregnancy and breastfeeding in people with rheumatoid arthritis

et al. 2015

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This systematic review aimed to determine the effectiveness of interventions for improving knowledge and/or self-management skills concerning contraception, pregnancy and breastfeeding in people with rheumatoid arthritis (RA). We searched four databases (MEDLINE, CINAHL, Cochrane Trials, PsycINFO) using a comprehensive search strategy. Studies were eligible if they were prospective, published in English from 2004 to 2015, included participants with RA and tested an intervention designed to improve knowledge and/or self-management skills relating to family planning, pregnancy or breastfeeding. As no studies met the latter criterion, the search strategy was expanded to include all prospective studies evaluating RA educational and/or self-management interventions. Data on study characteristics, participant characteristics and programme content were extracted to summarise the evidence base for interventions to support people with RA during their reproductive years. Expanded literature searches identified 2290 papers, of which 68 were eligible. Of these, nine papers (13%) specifically excluded pregnant women/breastfeeding mothers or recruited only older people. Only one study (1%) explicitly evaluated pregnancy-focused education via a motherhood decision aid, while eight studies (12%) incorporated relevant (albeit minor) components within broader RA educational or self-management interventions. Of these, three studies provided methotrexate education in relation to conception/pregnancy/breastfeeding; three incorporated discussions on RA and relationships, impact of RA on the family or sexual advice; one provided information regarding contraception and fertility; and one issued a warning regarding use of biologic therapy in pregnancy/breastfeeding. In conclusion, information regarding family planning, pregnancy or breastfeeding represents a negligible part of published RA educational interventions, with scope to develop targeted resources.

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Section: Studies With Exclusion Criteria Related To Pregnancy Breastmentioning

confidence: 99%

Section: Information About Relationships and Sexual Advicementioning

confidence: 99%

A systematic review of interventions to improve knowledge and self-management skills concerning contraception, pregnancy and breastfeeding in people with rheumatoid arthritis

et al. 2015

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“…Patients expressed diffi culty following treatment/medication regimens. Ellard et al (2008) concluded that patients who participated in an informative 2-day program on rheumatoid arthritis expressed various positive outcomes, such as sharing experiences with others in similar situations, increased involvement in healthcare decision making, and instigating treatment changes.…”

mentioning

confidence: 97%

Rheumatoid Arthritis Educational Series

Lemon

Marichal-Williams

Blum

et al. 2012

Orthopaedic Nursing

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Nurses in the rheumatology clinic at New York University Hospital for Joint Diseases realized a need to provide patients with rheumatoid arthritis with more healthcare information than was routinely given during clinic visits. This project goal was to support patient involvement in decision making and encourage participation in treatment planning. To address these concerns, a team of staff registered nurses developed an educational program based on various arthritis-related topics. This article shares the experiences of these nurses as they developed and led a patient education project. Various elements of the project are discussed, including institutional history, program needs, project start-up, challenges, outcomes, and the lessons learned.

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“…Наилучшая приверженность немедикаментозным методам через 3 мес и некоторое угасание эффекта обучения к 6-му мес подтвердили необходимость регулярного прове-дения «Школ здоровья». Полученные нами результаты согласуются с данными многочисленных исследований, показавших, что образова-тельные программы повышают уровень знаний о РА, само-эффективность пациентов, возможность самоконтроля над заболеванием, социальную адаптацию, приверженность стратегиям защиты суставов, способствуют снижению риска сердечно-сосудистых заболеваний, выработке правильного поведенческого стереотипа, использованию вспомогатель-ного бытового адаптивного оборудования и ортезов, регуляр-ным занятиям ЛФК [16][17][18][19][20][21][22][35][36][37][38][39]. Клинические рекомен-дации по немедикаментозному лечению РА (EULAR, ACR, British Society for Rheumatology и французские) считают обра-зовательные программы, направленные на поддержание тру-доспособности и функционального статуса, помогающие справиться с болью и снизить инвалидность, неотъемлемой частью комплексного ведения больных РА [23-25, 40, 41].…”

Section: о п р о с н и к д л я о ц е н к и п р и в е р ж е н н о с т unclassified

“…Не определены оп-тимальные сроки начала образовательных программ у паци-ентов с РА. В настоящее время в мировой литературе суще-ствуют небольшое число сообщений о положительном эф-фекте образовательных программ у больных ранним РА [16][17][18][19][20][21][22]. Выводы немногочисленных клинических рекомен-даций по обучению больных РА в ранней стадии экстрапо-лированы из результатов оценки эффективности образова-тельных программ при развернутом заболевании [23][24][25].…”

unclassified