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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：
10371798
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/10371798
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 Models Educational Technology Elements Emergency department visit Evaluation Evidence based practice Goals Guidelines Health Health Personnel Hemorrhage Hospitalization Instruction Interdisciplinary Study International Intervention K-Series Research Career Programs Knowledge Lead Leadership Learning Mentors Methodology Methods Online Systems Outcome Output Patient Care 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 base cost design 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 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。然而，有支持这一建议的证据有限，也没有实施指南。现有患者教育干预措施已被证明可以影响知识、药物依从性、和护理满意度，但很少与临床结果的改善相关，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，但很少被纳入患者教育工具中。没有指导方针目前存在开发患者教育工具，利用最佳教育实践，并且是证据基础、广泛可用且易于在医疗保健环境中实施。本次活动的长远目标提案是为了支持我作为一名独立调查员的发展，专门从事开发有效的研究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。本研究的总体目标是创建并测试开发基于教育理论的患者教育工具的实践指南。中央该提案的假设是基于有效学习策略的患者教育工具将比没有的工具更有效。该提案的具体目标是 1）创建证据- 开展患者教育的基础实践指南； 2）为患者设计新的患者教育工具使用本实践指南接受抗凝治疗； 3) 试点测试纳入患者教育工具并在随机对照试验中对其进行测试。目标 1 将利用临床指南创建方法论，以确定基于证据的学习技术和理论，以指导创建上述实践指南。用于抗凝治疗患者教育的网络教育工具将在目标 2 中使用实践指南进行开发，并得到基于用户的包容性设计的支持。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好准备。这个职业发展奖将由教育和抗凝研究领域的领导者指导，包括： Daniel Witt，抗凝治疗领域的领导者，Angela Fagerlin 博士，共享决策领域的领导者， Kirsten Butcher 博士是教育技术和基于用户的设计方面的专家。杰弗里·巴恩斯抗凝研究国际领军人物 Mark Crowther 和专家 Thomas Delate 博士从事统计和健康研究。与我的指导团队相结合，该培训计划将提供 1) 临床指南方法论技能，2) 包容性教学和基于用户的设计，3) 随机化受控试验的进行，以及 4) 领导技能和资助能力。总而言之，该项目将创建开发患者教育工具的循证实践指南，并为以下方面奠定基础：评估患者教育干预措施的随机对照试验。