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

Hews‐Girard, Julia; Guelcher, Christine; Meldau, Jennifer; McDonald, Ellen; Newall, Fiona

doi:10.1002/rth2.12030

Cited by 6 publications

(7 citation statements)

References 47 publications

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“…However, a systematic review of thrombosis and hemostasis education found that only two studies (one in pediatrics, one in adults) out of 16 incorporated learning theories into their patient education. 8 Those that did incorporate learning theories in their development didn’t measure outcomes that would lead to conclusions about whether learning based education is better or worse. They point out that as learning strategies arise from different learning theories, use of these theories when evaluating different situations would lead to more effective strategies being chosen for that patient education.…”

Section: Discussionmentioning

confidence: 99%

“…7 Additionally, developers of educational interventions rarely incorporate any learning theories or strategies when creating their tools or testing their effectiveness. 8 Educational interventions reported in the literature likely represent only a small proportion of the supplemental anticoagulation therapy patient education provided on a routine basis. Provider views on patient education, barriers, and effectiveness have not been widely studied.…”

Section: Introductionmentioning

confidence: 99%

“…7 Additionally, developers of educational interventions rarely incorporate any learning theories or strategies when creating their tools or testing their effectiveness. 8…”

Section: Introductionmentioning

confidence: 99%

“…Clinical education that has implemented them into their development have shown improved clinical outcomes. However, a systematic review of thrombosis and hemostasis education found that only two studies (one in pediatrics, one in adults) out of 16 incorporated learning theories into their patient education 8. Those that did incorporate learning theories in their development didn't measure outcomes that would lead to conclusions about whether learning based education is better or worse.…”

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confidence: 99%

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A survey of current anticoagulation patient education practices and development

Jones

Saunders

Vazquez

et al. 2021

Preprint

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Introduction: Anticoagulants are high-risk medications widely used to prevent and treat thrombotic events, resulting in a need for adequate patient education to minimize harm. While anticoagulant patient education interventions can improve knowledge and surrogate outcomes, they may not represent current practice. Our objective was to determine provider perceptions of anticoagulation patient education at their institution. Methods: A quantitative survey was distributed through a national professional organization and across several health systems. Questions included educational delivery methods, perceived effectiveness, evaluation of patient knowledge, development of patient education, and demographics. Results: The 61 survey respondents were 79.0% female, 86.2% white, and an average age of 43. Most respondents (95%) complete patient education interventions in one session. Providers reviewed educational topics in 37% of daily patient interactions. 59% of respondents reported reasons for not performing patient knowledge checks included no formal process requiring knowledge checks, lack of time, and forgetting. The majority (93.4%) reported their patient education process was somewhat or very effective. The main reason underlying perceived less effective patient education was too much information in one session. Thirty-four respondents had some knowledge of patient education development at their institution. Most of these (82.9%) indicated their educational process's development relied on expert opinion. In comparison, 22.9% indicated utilizing user-based design, and 10 (28.9%) respondents used learning theories. Conclusion: While most providers felt patient education was effective, they reported reviewing education with patients daily. The lack of formal knowledge checks and best practices in developing patient education tools are significant gaps to address.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…7 Additionally, developers of educational interventions rarely incorporate any learning theories or strategies when creating their tools or testing their effectiveness. 8…”

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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A survey of current anticoagulation patient education practices and development

Jones

Saunders

Vazquez

et al. 2021

Preprint

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“…The aim of patient education is to enable ‘individuals to make informed decisions about their personal health‐related behaviour’ 18 . Several educational theories have provided a framework of patient education, but defining the optimal content components, appropriate format, timing and duration is still an unmet goal in OAC patient education 19 …”

Section: Introductionmentioning

confidence: 99%

Perceptions of patients and healthcare providers on patient education to improve oral anticoagulant management

Mei

Swinton

Troyan

et al. 2022

Evaluation Clinical Practice

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Rationale and Objectives Education of patients is thought to be key to high‐quality oral anticoagulant (OAC) medication management. Theoretically, improving patients' knowledge should improve their self‐management skills and adherence. The study's objective was to explore the opinions of healthcare providers and patients on the desired content and format of patient education on OACs, in addition to perceived barriers to high‐quality patient education. Methods We applied qualitative descriptive methods in a focus group study on OAC management. Five focus group discussions were conducted in two health regions in Southwestern Ontario from 2017 to 2018 with 19 patients, 7 caregivers and 16 healthcare providers (physicians, nurses and pharmacists). During the focus groups, participants discussed their experiences with OAC education and made suggestions about the content and format for patient education on OACs. Transcripts were analysed using conventional content analysis. Results We identified the five themes of patient education on OAC management: content of OAC education (rationale, risk and appropriate drug administration methods), the best times for providing OAC education (time of OACs initiation along with continuing education), preferred education delivery strategies (case management targeted patient information summaries from authoritative sources such as Thrombosis Canada and video education), patient and community pharmacist engagement in OAC education, and perceived barriers to optimal patient education (patients depending too much on their healthcare providers for advice, the limited time patients spend with healthcare providers, gaps in clear communication between providers and the lack of a nationally or provincially coordinated OAC management programme). Conclusion Our findings suggest that patients, caregivers and healthcare providers support the need for education on OACs, including for patients taking DOACs. Specific important content and proper education format are needed. The optimal combination of content, format, duration, timing and sources for OAC education requires further research.

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