Written Information Improves Patient Knowledge About Implanted Ports

Abstract

The sample included 129 patients; 49% were male, with a mean age of 59 years. Most patients want to receive as much information as possible, preferably before the port is implanted. However, 43% of patients reported they had received little information about ports. After reading the booklet, patients' knowledge, which was measured with a validated seven-item instrument, improved from T0 to T1 (p < 0.001, effect size = 0.689). Oncology nurses, by providing written and verbal information, can increase patients' knowledge about implanted ports and their confidence in caring for their ports.

How are health literacy principles incorporated into breast cancer chemotherapy education? A review of the literature

“…Five articles included health literacy principles pertinent to written materials. [39,40,48,49,51] Four articles specifically mentioned reading level and using active voice in written materials, [39,40,49,51] whereas authors of three studies discussed the use of graphics to assist in reading comprehension. [39,48,51] The authors of four articles mentioned specific health literacy principles to improve and develop their written educational materials.…”

“…The authors wanted the content to be easily understood and maintained a fifth-grade reading level throughout the source. [40] In a separate study Piredda and colleagues [49] developed an information booklet about implanted ports for chemotherapy access. The content was written using plain language, attractive design, colors, and graphics.…”

“…The investigators improved the graphics and text based on the feedback. [49] Lastly, Rigdon [39] developed brochures following a review of the literature for teaching patients with low literacy including simple language, large font, and active voice. Participants gave positive feedback on the teaching materials and all but one of the participants found the material to be beneficial.…”

“…Authors of three articles tested materials prior to using with patients. [20,49,50] Gonzalez and Stepan [50] received feedback from patients, families, and nurses prior to formatting an educational booklet. The authors held sessions to encourage feedback while developing the booklet.…”

“…The authors held sessions to encourage feedback while developing the booklet. [50] Additionally, Piredda and others [49] used similar testing in developing their information booklet. Forty people with a variety of educational backgrounds reviewed the booklet where the authors made revisions prior to distributing to the participants.…”