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

• 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
• 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

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.

临床指南经常建议向患者提供补充教育。然而，还有 支持这一建议的证据有限，也没有执行指南。现有患者 教育干预已被证明影响结果，如知识、服药依从性、 和对护理的满意度，但很少有与临床结果的改善相关的，例如 死亡率或可预防的药物不良事件。建立在既定基础上的有效学习策略 学习理论是可用的，但很少被纳入到患者教育工具中。没有指导方针 开发利用最佳教育实践的患者教育工具是目前存在的，并且是证据 基于，可广泛使用，并可在医疗保健环境中轻松实施。这样做的长期目标是 建议是为了支持我作为一名独立调查员的发展，专门开发有效的 支持最佳患者-临床医生的患者教育和共享决策(SDM)工具 相互作用和有意义的临床结果。这项研究的总体目标是创建和测试 以教育理论为基础开发患者教育工具的实践指南。中环 这一建议的假设是，基于有效学习策略的患者教育工具将是 比不是有效的工具更有效。这项提议的具体目的是1)创造证据- 基于实践指南开展患者教育；2)设计新的患者教育工具 使用本实践指南接受抗凝治疗；以及3)初步测试纳入 患者教育工具，并在随机对照试验中进行测试。AIM 1将利用临床指南 创建方法，以确定基于证据的学习技术和理论，以指导创建 前述实践指南。一种基于网络的抗凝治疗患者教育工具 将在目标2中使用实践指南制定，并由包容性的以用户为基础的设计提供支持。最后， 教育工具将在目标3中进行试点测试，以便为随机对照试验做准备。这份职业 发展奖将由教育和抗凝研究领域的领导人指导，包括： 丹尼尔·维特，抗凝治疗的领导者，安吉拉·法格林博士，共同决策的领导者， 柯尔斯滕·布彻博士，教育技术和基于用户的设计专家杰弗里·巴恩斯博士 和马克·克劳瑟，抗凝研究的国际领导者，以及托马斯·德拉特博士，专家 在统计和健康研究方面。结合我的指导团队，这个培训计划将提供 掌握以下技能：1)临床指南方法学，2)包容性教学和基于用户的设计，3)随机设计 受控试验的进行，以及4)领导技能和勇气。总而言之，这个项目将创造 基于证据的实践指南，用于开发患者教育工具，并为 一项评估患者教育干预措施的随机对照试验。