The medical librarian's roles in the patient education process: A scoping review protocol.

Patients with cancer move between institutions and settings and have different knowledge expectations during their illness trajectory. To provide individually tailored, timely, and relevant education, healthcare professionals should collaborate in the patient education process. This study aimed to describe procedures used by healthcare professionals involved in cancer management when assessing knowledge expectations, cognitive resources, and comprehension of adult patients with cancer during and after education in various phases of their illness trajectory. Intraprofessional and interprofessional collaboration concerning the patient education process is described. Eleven focus group interviews were conducted for nurses (n = 42) and physicians (n = 23) involved in cancer care from four healthcare organizations: a private occupational health care and three hospital settings. Interview data were analyzed with inductive content analysis. In the assessment of the knowledge expectations, cognitive resources, and comprehension of a patient with cancer, both the nurses and physicians first applied objective assessment methods and then used dialogue with the patient. No validated instruments were used by either group. Among nurses, educational content was based on the patient's possible or actual problems in everyday life during cancer management, whereas the physicians focused on the patient's rights to information and informed consent for treatment. The patient education process was often incompletely documented into patient records and not always utilized interprofessionally or between care units. In oncology services, there is a gap between research evidence utilization and the patient education process. Patients should be involved in the planning, implementation, and evaluation of their education and be informed about the division of responsibilities in patient education between different professional groups. This would allow patients to participate more extensively in the decision making concerning their own treatments. To ensure effective interprofessional patient education for individual patients, improvement in information exchange among members of the cancer care team is needed.

The objective of this review is to identify the effectiveness of patient education for orthopedic surgery patients. More specifically, the objectives are to identify the effectiveness of patient education on:length of staysatisfactionpain levelcost of carefunctional abilitiesknowledgeanxietyquality of life in orthopedic settings. Patient education is an essential part of practice for all healthcare professionals. In the orthopedic setting, effective patient education contributes to positive patient outcomes. Patient education is critical to ensure that patients receive appropriate information to assist in the pre-admission, peri-operative treatment and rehabilitation process for the patient. The process of patient education is essentially one where the patient comes to understand his or her physical condition and self-care using the experience and guidance of the multidisciplinary team.With an effective and well-structured patient education program, the cost benefit for health care provider and patient includes a shortened length of stay, and reduced cost of care. According to Huang et al. a simplified pre-operative education program reduced the length of stay and cost of care. Similarly, Jones et al. found that length of stay of a patient who received pre-operative education was reduced. In that study, the mean length of stay was significantly reduced from seven days in patients who did not received pre-operative education to five days in patients who received pre-operative education. These results suggest that pre-operative education programs are an effective method in reducing the length of stay of orthopedic patients.Johansson et al. also described pre-operative education for orthopedic patients in a systematic review published in 2005. They discussed the effect of patient education on the orthopedic patient and found that knowledge, anxiety, pain, length of hospital stay, performance of exercise and mobilization, self-efficacy, patient compliance, adherence and empowerment were all improved as a result of patient education. While Johansson et al. included studies up to 2003, the proposed systematic review will include studies from 2003 to 2013.Kruzik also reported benefits of decreased length of stay, reduced pain medication requested post-operatively together with increased patient and family member satisfaction. Bastable reported benefits of patient education, including increased patient satisfaction, improved quality of life, enhanced continuity of care, decreased anxiety, fewer complications, promotion of adherence to the plan of care, maximized independence, and empowerment.Types of education involved in this systematic review are patient education, pre-operative education, and discharge education. Only one study discussed discharge education and the outcome from this review. The outcomes that have been discussed in this systematic review include length of stay, satisfaction, pain level,, 21 cost of care, functional abilities, knowledge, anxiety, and quality of life.Major outcomes discussed in these studies are length of stay, pain,, 21 functional abilities, and anxiety. Most of these studies found significant results of reduced length of stay on those patients who received patient education compared to patient who did not received any patient education or information. Studies support the positive outcomes around length of stay.Common orthopedic conditions that have been discussed are osteoarthritis with total arthroplasty either hip or knee or joint replacement. A study on spinal surgery patients and the effects of pre-operative education, which stated that although there are many studies on the effectiveness on patient education, there are missing data on spinal surgery. This study found that the implementation of patient education has positive impacts upon patient satisfaction especially in managing pain.This review will look specifically at the effectiveness of orthopedic patient education for length of stay, satisfaction, pain level, cost of care, functional ability, knowledge, anxiety, and quality of life.

Background: Patient education is widely recognized as a core component of nursing. Patient educationcan lead to quality outcomes including adherence, quality of life, patients' knowledge of theirillness and self-management. This study aimed to clarify patient education process in teaching hospitalsaffiliated to Tehran University of Medical Sciences (TUMS) in Iran.Methods: This cross-sectional study was conducted in 2013. In this descriptive quantitative study,the sample covered 187 head nurses selected from ten teaching hospitals through convenience sampling.Data were collected with a questionnaire developed specifically for this study. The questionnairemeasured patient education process in four dimensions: need assessment, planning, implementingand evaluating.Results: The overall mean score of patient education was 3.326±0.0524. Among the four dimensionsof the patient education process, planning was in the highest level (3.570±0.0591) and the lowestscore belonged to the evaluation of patient education (2.840 ±0.0628).Conclusion: Clarifying patient education steps, developing standardized framework and providingeasily understandable tool-kit of the patient education program will improve the ability of nurses indelivering effective patient education in general and specialized hospitals.

Teaching nurses how to teach: An evaluation of a workshop on patient education

IntroductionClinical trials are the backbone of research. It is well recognised that patient participation in clinical trials can be influenced by a myriad of factors such as access to a...

Cecile E. Kramer, AHIP, FMLA, 1926–2007

Introduction: Post-secondary institutions are seeing increasing numbers of students requiring accommodation. In the clinical education of nursing students with physical and/or sensory disabilities, it is unclear what strategies are available to promote students’ success. Objective: The objective of this scoping review protocol is to identify the available evidence on strategies that have been implemented to support the clinical education of nursing students who require accommodation for a physical and/or sensory disability in the learning environment. Inclusion Criteria: This scoping review will consider studies that include nursing students with physical and/or sensory disabilities in any regulated nursing designation programs that use clinical placements as a component of nursing education. Peer-reviewed quantitative, qualitative, and mixed-methods studies; systematic reviews; unpublished dissertations; policy reports from schools of nursing; and text and opinion papers that focus on clinical education of nursing students will be included without limitations on language. Methods: Databases to be searched include Ovid MEDLINE, CINAHL (EBSCO), ERIC (EBSCO), APA PsycInfo (EBSCO), Web of Science, and Scopus. Unpublished studies and gray literature searches will be undertaken in ProQuest Dissertations & Theses and a limited number of relevant nursing websites. No limit on date or region will be applied. Records will be screened and extracted by two independent reviewers. Results will be presented as tables with an accompanying narrative summary. Discussion: As the number of students with physical and/or sensory disabilities in nursing education increases, nursing programs and educators must be aware of how to support these students to complete their education. The clinical learning environment poses unique challenges that need to be explored further. Findings will have implications for policy and programming in nursing education.

Aims:Reforming and improving the patient education process need more insight into the strengths and weaknesses of the existing education process. There is little documentation on patient education in National Diabetes Prevention and Control Program in Iran, so the present study aimed to describe patient education process in diabetes centers in one of the provinces of Iran.Materials and Methods:This is a qualitative content analysis. Twelve nurses who work as diabetes nurse educators (DNEs) and an internal medicine specialist participated in this study. Data was obtained through semi-structured face-to-face interviews, a focus group, existing documents, field notes, and multiple observations. Data analysis was guided by the conventional approach of qualitative content analysis.Results:Three main themes including unequipped trainers (insufficient knowledge and experience, lack of appropriate educational facilities, lack of time, lack of patient's interest), unstructured education (lack of educational need assessment, lack of evaluation, lack of continuing patient education), unmanaged education (lack of official planning for patient education and supervising the education process) emerged from qualitative content analysis.Conclusions:Although patient education is one of the important strategies in National Diabetes Prevention and Control Program, there however has not been necessary investment and adequate space to achieve it. Patient education was not structured and based on scientific principles. Training of diabetes nurse educators (DNEs) is neglected, and there is no supervision on patient education process.

According to the significance of patient education, new conceptual models are constantly required to promote pedagogical competences of health educators. In the field of educational sciences, aesthetic-based education is known as one of the effective types of curriculum planning which has shown many positive pedagogical outcomes. Thus, the researcher's assumption is that, the concept of "aesthetic education" could be transposed from educational sciences to health sciences in order to develop a new formula in the patient education process. The purpose of this study is to explain methods in detail, to develop an aesthetic-based patient education conceptual model through the concept derivation strategy. 1. Scoping review and inductive data analysis using Walker and Avant's approach to achieve conceptual categories of the concept "aesthetic education." 2. Semi-structured qualitative interviews and directed content analysis to extract the main categories of the concept "aesthetics in the patient education process." 3. Drawing an aesthetic-based patient education conceptual model by allocating new conceptual components to each general step of the patient education process, including needs assessment, goal setting, implementation, and evaluation. 4. Modified Delphi technique to validate the final conceptual model. The first phase will represent the main categories and subcategories of attributes, antecedents, and consequences of "aesthetic education." The second phase will show the main categories and subcategories of attributes, antecedents, and consequences of the new concept named "aesthetic-based patient education." In the third phase, it is expected to achieve a new conceptual model representing the components of aesthetics in the general steps of the patient education process. The fourth phase will propose the final validated conceptual model. The provided study protocol can be a road map to developing derivative models through concept derivation strategy in health sciences.

IntroductionSeveral studies have addressed the use of pressure injury preventive measures and bundles for hospitalised patients. However, there is a gap in research regarding the use of pressure injury preventive...

This review will describe the scope of the literature on the cost of breast cancer care in low- and middle-income countries and summate the methodological characteristics and approaches of these economic evaluations. In the past decade, there has been global momentum to improve capacity for breast cancer care in low- and middle-income countries, which have higher rates of breast cancer mortality compared to high-income countries. Understanding the cost of delivering breast cancer care in low- and middle-income countries is critical to guide effective cancer care delivery strategies and policy. Studies that estimate the cost of breast cancer diagnosis and treatment in low- and middle-income countries will be included. Studies not available in English will be excluded. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Review guidelines will be utilized. The search strategy has been developed in consultation with a medical librarian and will be carried out on five electronic databases from their inception (MEDLINE, Embase, Web of Science, Global Health, WHO Global Index Medicus) as well as in gray literature sources. Two independent reviewers will review all abstracts and titles in the primary screen and full-text articles in the secondary screen. A third reviewer will adjudicate conflicts. One reviewer will perform data extraction. Study demographics, design, and methodological characteristics (such as costing perspective, time horizon, and included cost categories) will be summarized in narrative and tabular formats. The methodological quality of studies will be evaluated using a validated economic evaluation tool.

Several high-income countries are currently experiencing an unprecedented and multifaceted housing crisis. The crisis is escalating rapidly, and its negative ramifications are shared disproportionately by migrant and refugee communities. Although housing is often cited as an important social determinant of health, the relationship between housing inequalities and health outcomes in the context of migrant and refugee populations remain under-explored, particularly in high-income countries. This paper presents a protocol for a mixed-methods systematic review which will synthesize the evidence on the key housing and health inequalities faced by migrant and refugee populations in high-income countries. It will inform the identification of pathways linking housing inequalities to health outcomes. The protocol for this systematic review was developed with guidance from the Joanna Briggs Institute (JBI) methodology for mixed-methods systematic reviews using a convergent integrated approach to synthesis and integration, and the Preferred Reporting Items for Systematic review and Meta-Analysis Protocols (PRISMA-P) statement. Quantitative, qualitative and mixed-methods studies reporting the association of housing inequalities with physical and mental health outcomes among refugee and migrant populations in high-income countries will be included. Medline, Web of Science, Embase, PsycINFO, Scopus and CINAHL will be searched for peer-reviewed literature. This will be supplemented by gray literature searches using Google Scholar, MedNar and WHOLIS. Two reviewers will independently screen and select studies, assess the methodological quality and conduct data extraction. This systematic review will elucidate the different pathways linking housing inequalities and health outcomes, which may guide the development of targeted housing and public health interventions to improve the health and wellbeing of migrant and refugee populations. The review is registered with PROSPERO (CRD42022362868).

ObjectiveThis quasi-experimental study (before and after intervention) was designed to determine the impact of hospital information system-based intervention on the patient education process and patient satisfaction in cardiac and cardiac intensive care units.ResultsEach nurse was observed at the time of patient education on average on eight shifts (total of 256 shifts), and at last 1350 computerized reports before and after the intervention were analyzed and 150 patient satisfaction with nurses' education questionnaires were completed before and after the intervention.After the intervention, the patient education scores were significantly improved (p < 0.001). In addition, the results of a survey of patients about the level of satisfaction with the quality of patient education showed a significant increase compared to before the intervention (p < 0.001).The ability to easily, completely, and quickly edit and record the provided education, eased the process of patient education and documentation.

ABSTRACTBackgroundAfghanistan's recent shift in political landscape has intensified gender‐based challenges. The restrictive gender norms and practices have profound implications for the well‐being of Afghan women and girls. Among dental professionals, there is limited awareness about the trauma and barriers that impact a refugee's ability to access or commit to oral health care.ObjectivesThis scoping review protocol will explore and conceptualize the current knowledge surrounding barriers that refugee women from Afghanistan experience in accessing oral health care.MethodsDatabases including Scopus, Web of Science, PubMed, and CINAHL, supplemented by a manual search of reference lists and grey literature search to locate studies reporting on the barriers to accessing oral health care in refugee women and girls from Afghanistan. Two independent reviewers will screen titles, abstracts, and complete full‐text reviews, with data extraction confirmed by a third reviewer. Findings from our scoping review will be presented using a PRISMA‐SCR diagram and thematic narrative synthesis.Expected OutcomesThe findings from this scoping review will highlight the current knowledge gap and inform an educational package for oral health therapy students in Australia, focused on overcoming barriers and providing culturally sensitive care for Afghan refugee women and girls.

A Review of: &#x0D; Boykan, R., &amp; Jacobson, R. M. (2017). The role of librarians in teaching evidence-based medicine to pediatric residents. Journal of the Medical Library Association, 105(4), 355-360. https://doi.org/10.5195/jmla.2017.178&#x0D; Abstract&#x0D; Objective – To identify the use and role of medical librarians in pediatric residency training, specifically in the teaching of evidence-based medicine (EBM) to medical residents. This research also aims to describe current strategies used for teaching evidence-based medicine in pediatric residency training programs.&#x0D; Design – Web-based survey.&#x0D; Setting – Pediatric residency programs within the United States of America.&#x0D; Subjects – 200 members of the Association of Pediatric Program Directors (APPD).&#x0D; Methods – The 13-question, web-based survey used multiple choice and short answer questions to ask how pediatric residency programs used medical librarians. The survey collected demographic information such as program name, geographic region, and program size. Where respondents indicated their programs utilised librarians, the survey asked about their specific role, including involvement in EBM curricula. For respondents who indicated their programs did not use librarians, the survey asked about their reasons for not doing so, and to describe their EBM curricula. Researchers used SPSS software to analyse the quantitative data.&#x0D; Main Results – Overall 91 (46%) APPD-member program directors responded to the online survey. Of these, 76% of program directors indicated a formal EBM curriculum in their residency programs. Medical librarians were responsible for teaching EBM in 37% of responding pediatric programs. However, only 17% of responding program directors stated that medical librarians were involved in teaching EBM on a regular basis. The EBM skills most commonly taught within the pediatric residency programs included framing questions using PICO (population, intervention, comparator, outcome), searching for relevant research literature, and critical appraisal of studies. The strategies reported as most effective for teaching EBM in pediatric residency training programs were journal clubs, regular EBM conferences or seminars, and ‘morning reports.’&#x0D; Conclusion – The study concluded that medical librarians may be important in the teaching of EBM in pediatric residency programs, but are likely underutilised. The librarian might not be seen has having a significant role in forums such as journal clubs, despite these being a predominant venue for EBM teaching. The authors recommend that program directors and faculty work together to better integrate medical librarians’ expertise into clinical teaching of EBM.