A theory-based practice guide for creating patient education

创建患者教育的基于理论的实践指南

基本信息

批准号：
10553227
负责人：
Aubrey Elise Jones
金额：
$ 14.96万
依托单位：
UNIVERSITY OF UTAH
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-02-01 至 2027-01-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10553227
关键词：
Adherence Adopted Adverse drug event Adverse event Anticoagulant therapy Anticoagulants Anticoagulation Award Caring Cessation of life Clinical Communication Data Development Drug Interactions Education Educational Intervention Educational Materials Educational Models Educational Technology Elements Emergency department visit Evidence based practice Goals Guidelines Health Health Personnel Hemorrhage Hospitalization Instruction Interdisciplinary Study International Intervention K-Series Research Career Programs Knowledge Leadership Learning Mentors Methodology Methods Online Systems Outcome Output Patient Education Patient-Focused Outcomes Patients Pharmaceutical Preparations Pilot Projects Procedures Process Provider Public Health Quality of life Randomized, Controlled Trials Recommendation Research Research Personnel Safety Techniques Testing Training Training Programs adverse outcome cost design education evaluation evidence base evidence based guidelines feasibility testing health care settings high risk hospital readmission improved iterative design learning strategy medication compliance mortality patient safety patient-clinician communication pilot test provider communication recruit satisfaction shared decision making skills statistics support tools theories tool user centered design user-friendly

项目摘要

Clinical guidelines often recommend providing supplemental education to patients. However, there is limited evidence to support this recommendation, nor is there implementation guidance. Existing patient education interventions have been shown to impact outcomes such as knowledge, medication adherence, and satisfaction with care, but few have been associated with improvements in clinical outcomes such as mortality or preventable adverse drug events. Effective learning strategies grounded in established learning theories are available but are rarely incorporated into patient education tools. No guideline for developing patient education tools currently exists that utilizes best educational practices and is evidence based, widely available, and easily implementable across health care settings. The long-term goal of this proposal is to support my development as an independent investigator specializing in developing effective patient educational and shared decision making (SDM) tools that support optimal patient-clinician interactions and meaningful clinical outcomes. The overall objective of this study is to create and test a practice guide for developing patient education tools grounded in educational theory. The central hypothesis of this proposal is that patient education tools based on effective learning strategies will be more effective than tools that are not. The specific aims of this proposal are to 1) create an evidence- based practice guide for developing patient education; 2) design a new patient education tool for patients receiving anticoagulant therapy using this practice guide; and 3) pilot test the feasibility of incorporating a patient education tool and testing it within a randomized controlled trial. Aim 1 will utilize clinical guideline creation methodology to identify evidence-based learning techniques and theories to guide creation of the aforementioned practice guide. A web-based education tool for anticoagulation therapy patient education will be developed in Aim 2 using the practice guide, supported by inclusive user-based design. Finally, the education tool will be piloted tested in Aim 3 in order to prepare for a randomized control trial. This career development award will be mentored by leaders in education and anticoagulation research including: Dr. Daniel Witt, a leader in anticoagulation therapy, Dr. Angela Fagerlin, a leader in Shared Decision Making, Dr. Kirsten Butcher, an expert in educational technology and user-based design, Drs. Geoffrey Barnes and Mark Crowther, international leaders in anticoagulation research, and Dr. Thomas Delate, an expert in statistics and health research. Combined with my mentoring team, this training program will provide skills in 1) clinical guideline methodology, 2) inclusive instructional and user-based design, 3) randomized controlled trial conduction, and 4) leadership skills and grantsmanship. In summary, this project will create an evidence-based practice guide for developing patient education tools as well as lay the groundwork for a randomized controlled trial for evaluating patient education interventions.

临床指南通常建议向患者提供补充教育。但是，有有限的证据支持这一建议，也没有实施指导。现有患者已显示教育干预措施会影响诸如知识，药物依从性，以及对护理的满意，但很少有与临床结果的改善有关死亡率或可预防的不良药物事件。以建立为基础的有效学习策略学习理论可用，但很少被纳入患者教育工具中。没有指南开发患者教育工具目前存在使用最佳教育实践，这是证据基于医疗保健设置，可用，可用，易于实现。这个长期目标建议是支持我作为专门发展有效发展的独立研究人员的发展患者教育和共享决策（SDM）工具，这些工具支持最佳的患者临床医生相互作用和有意义的临床结果。这项研究的总体目的是创建和测试开发以教育理论为基础的患者教育工具的实践指南。中央该提议的假设是，基于有效学习策略的患者教育工具将是比没有工具更有效。该提案的具体目的是1）创建证据 - 基于发展患者教育的实践指南； 2）为患者设计新的患者教育工具使用本练习指南接受抗凝治疗； 3）试点测试合并A的可行性患者教育工具并在随机对照试验中对其进行测试。 AIM 1将使用临床指南创建方法论以识别基于证据的学习技术和理论来指导创建上述实践指南。一种基于网络的抗凝治疗患者教育的教育工具将在AIM 2中使用“实践指南”中开发，并得到基于包容性用户的设计的支持。最后，将在AIM 3中对教育工具进行试点测试，以准备一项随机控制试验。这个职业发展奖将由教育和抗凝研究领域领导者指导：抗凝治疗领导者丹尼尔·维特（Daniel Witt），安吉拉·法格林（Angela Fagerlin 教育技术和基于用户的设计专家Kirsten Butcher博士。杰弗里·巴恩斯（Geoffrey Barnes）以及抗凝研究的国际领导人马克·克劳瑟（Mark Crowther）和专家托马斯·德拉特（Thomas Delate）博士统计和健康研究。结合我的指导团队，该培训计划将提供 1）临床指南方法中的技能，2）包容性教学和基于用户的设计，3）随机分组对照试验的传导以及4）领导技巧和授予技巧。总而言之，这个项目将创建开发患者教育工具的循证实践指南，并为一项用于评估患者教育干预措施的随机对照试验。