Thematische Bibliographien / Patient education

Auswahl der wissenschaftlichen Literatur zum Thema „Patient education“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 25. Mai 2024

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Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Zeitschriftenartikel zum Thema "Patient education":

1

LINDEMAN, CAROL A. „Patient Education“. Annual Review of Nursing Research 6, Nr. 1 (September 1988): 29–60. http://dx.doi.org/10.1891/0739-6686.6.1.29.

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DOBBERSTEIN, KATHLEEN. „PATIENT EDUCATION“. AJN, American Journal of Nursing 86, Nr. 5 (Mai 1986): 599. http://dx.doi.org/10.1097/00000446-198605000-00032.

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Blaney-Koen, Lisa, und Nancy W. Dickey. „Patient Education“. Journal of Patient Safety 4, Nr. 4 (Dezember 2008): 263. http://dx.doi.org/10.1097/pts.0b013e31818f38ec.

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Blaney-Koen, Lisa. „Patient Education“. Journal of Patient Safety 5, Nr. 2 (Juni 2009): 127. http://dx.doi.org/10.1097/pts.0b013e3181a974ee.

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&NA;, &NA;. „PATIENT EDUCATION“. Nurse Practitioner 21, Nr. 10 (Oktober 1996): 129–30. http://dx.doi.org/10.1097/00006205-199610000-00011.

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&NA;. „PATIENT EDUCATION“. Nurse Practitioner 21, Nr. 12 (Dezember 1996): 72–73. http://dx.doi.org/10.1097/00006205-199621120-00007.

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Carleon, Elizabeth. „PATIENT EDUCATION“. Nurse Practitioner 23, Nr. 1 (Januar 1998): 89???93. http://dx.doi.org/10.1097/00006205-199801000-00004.

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ERINI, JOAN PALM, und DEBORAH A. JASOVSKY. „Patient Education“. Nursing Management (Springhouse) 29, Nr. 9 (September 1998): 45???47. http://dx.doi.org/10.1097/00006247-199809000-00019.

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&NA;. „Patient Education“. Nurse Practitioner 28, Nr. 2 (Februar 2003): 55. http://dx.doi.org/10.1097/00006205-200302000-00016.

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&NA;, &NA;. „PATIENT EDUCATION“. AJN, American Journal of Nursing 92, Nr. 6 (Juni 1992): 69–70. http://dx.doi.org/10.1097/00000446-199206000-00029.

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Zeitschriftenartikel Dissertationen Bücher

Dissertationen zum Thema "Patient education":

1

Klässbo, Maria. „HIP disability : patient education, classification and assessment /“. Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-425-9/.

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Ramones, Valerie. „Patient education and compliance in the hypertensive elderly“. Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276814.

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This study examined the difference among 3 patient education intervention strategies and compliance in the hypertensive elderly. The strategies were verbal instructions, written instructions and both verbal and written instructions. An ex post facto descriptive design was implemented based on a Cognitive Information Processing Theory of Learning. Forty subjects were recruited and interviewed. Data analysis revealed that compliance did not differ significantly with the type of educational strategy.
3

Shiri, Clarris. „Patient education : the effect on patient behaviour“. Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/1348/.

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Cochrane, Lorna June. „Redefining compliance education“. Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84496.

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Calls for innovations and research echo in the latest reviews and meta-analyses of methods to enhance compliance (Haynes, McDonald, Garg, & Montague, 2003; Pekkala & Merinder, 2002; Peterson, Takiya, & Finley, 2003). In spite of effective therapy emerging daily from medical research, non-compliance appears at disappointing rates. Over the past 25 years, the gap is widening between what we could achieve with available and emerging health care and what we are currently achieving. This lack of compliance with proven therapy thwarts health outcomes and adds to the growing health care costs. In Canada, direct and indirect costs resulting from non-compliance with therapies amount to 7 to 9 billion dollars per year (Coambes, Jensen, Hao Her, Ferguson, Jarry, Wong, & Abrahamsohn, 1995; Coambs, 1997; Tamblyn & Perreault., 1997).
Many stakeholders play a role in the complex compliance equation. The physician plays a key role. Supporting physician maintenance of competence are continuing health educators. Together, the physicians and educators seek to employ the latest evidence in their practices to enhance compliance. Explicating the thinking that guides their medical and educational practices helps researchers and educators to understand problems in current approaches to compliance.
It is argued that prior knowledge is the basis for learning (Limon & Mason, 2002). Understanding current knowledge and behavior of a learner establishes the baseline to build effective educational activities that will impact targeted outcomes. Further, education designed by using learner's prior knowledge is the scaffold for future learning (Alexander, 1996).
This survey research examines the thinking and behavior of a randomized sample of Canadian physicians and networking sample of educators. Quantitative and qualitative analysis of participant thinking and interventions reveal different perspectives and mental models that guide their clinical and educational decisions. The findings reveal important differences with current clinical recommendations. The study identifies important variables that explain the differences and lack of progress in this area.
Directions for future education and research are forwarded. The recommendations, based in theories of change and cognition, offer important insights and opportunities to make advances toward enhancing current rates of compliance.
5

凌綽姿 und Cheuk-chi Ling. „Evidence-based pain education programme for cancer patients with pain“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43251365.

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Hagemeier, Nicholas E. „Patient Communication and Education“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5434.

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Morrical, Kathy Jo S. „Readiness to learn as described by adults experiencing a change in health/illness status“. Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272425.

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Westfall, Lee Lucia. „The effects of a structured patient education program on adaptation to cancer“. Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276581.

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This study examined changes in adult learning, adaptation, and anxiety that occurred as the result of the adult cancer education program "I Can Cope." The study utilized a repeated measures descriptive design. A volunteer sample of 19 subjects participated in this study. Changes in each person's pre-mid-post-test scores were measured against their pre-mid-post-test scores on three instruments: (a) Course Inquiry Test; (b) Purpose in Life Test; and (c) A-State Anxiety Inventory. A comparison of scores measured whether any short-term adult learning, adaptation and change in anxiety occurred as a result of the "I Can Cope" Program. The study did demonstrate that an organized adult patient education program could foster and enhance adult learning and adaptation as well as influence anxiety of participants.
9

Sluijs, Emmarentiana Maria. „Patient education in physical therapy“. Utrecht : Maastricht : Nederlands Instituut voor Onderzoek van de Eerstelijnsgezondheidszorg ; University Library, Maastricht University [Host], 1991. http://arno.unimaas.nl/show.cgi?fid=5646.

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Cowan, Geraldine M. „Diabetic patient education and motivation“. Thesis, Aston University, 1987. http://publications.aston.ac.uk/14498/.

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Diabetes mellitus is a condition which requires a high degree of patient cooperation in self-management to achieve optimal glycaemic control. The concept of patient education, to enhance the treatment and management of diabetes, is well recognised. Several diabetes education programmes have already been described, but increased knowledge of diabetes did not necessarily result in improved self-mangement or glycaemic control. Other factors, such as attitudes and motivations, may therefore be particuarly important. The aims of the present study were to investigate the influence of patients' attitudes to diabetes, and to develop motivational aspects which enable the application of knowledge to enhance self-management and compliance with treatment. Thirty-one insulin-dependent diabetic (IDD) patients entered into a 12 month educational programme, particularly designed to increase motivation. Patients' attitudes to diabetes, their knowledge and self-management skills were assessed using questionnaires and practical tests, and parameters of glycaemic control were measured. The progress of these patients was compared at intervals with a close matched group of 25 control IFF patients who continued to receive routine clinic care. Patients completing the educational programme achieved better glycaemic control (p< 0.05), greater knowledge (p< 0.001), more favourable attitudes (p< 0.03) and increased competence in management skills (p< 0.02) compared with the control group. Evaluation procedures indicated that the programme was acceptable to the patients, and was successful in terms of increasing patient motivation. Six months after completion of the programme, glycaemic control deteriorated, although knowledge, attitudes and management skills were unchanged. This might reflect the withdrawal of extrinsic motivation, attention and supervision provided during the programme. It is recommended that consideration be given to the development of patients' intrinsic motivation to achieve maximum benefit from diabetes education programmes.
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Bücher zum Thema "Patient education":

1

Murtagh, John. Patient education. 2. Aufl. Sydney: McGraw-Hill, 1996.

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Murtagh, John. Patient education. 2. Aufl. Sydney: McGraw-Hill, 1996.

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3

Cooper, Lynn A. Patient education thesaurus. Columbus, OH: Riverside Methodist Hospital, 1985.

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E, Lawrence Kenneth, Di Lima Sara N und Aspen Reference Group (Aspen Publishers), Hrsg. Oncology patient education manual. Gaithersburg, Md: Aspen, 1994.

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Moss, Vicki. JCAHO education standards: From challenge to implementation : patient education, family education, staff education. Denver, CO: Association of Operating Room Nurses, 1996.

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Haggard, Ann. Handbook of patient education. Rockville, Md: Aspen Publishers, 1989.

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Murtagh, John. John Murtagh's patient education. 5. Aufl. North Ryde, N.S.W: McGraw-Hill Australia, 2008.

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Rankin, Sally H. Patient education: Principles & practices. 4. Aufl. Philadelphia, PA: Lippincott, 2000.

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N, Di Lima Sara, und Aspen Reference Group (Aspen Publishers), Hrsg. Dietitian's patient education manual. Gaithersburg, Md: Aspen Publishers, 1991.

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Bacorn, Bastable Susan, Hrsg. Essentials of patient education. Sudbury, Mass: Jones and Bartlett Publishers, 2006.

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Buchteile zum Thema "Patient education":

1

Gidron, Yori. „Education, Patient“. In Encyclopedia of Behavioral Medicine, 725–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_105.

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LaCaille, Lara, Anna Maria Patino-Fernandez, Jane Monaco, Ding Ding, C. Renn Upchurch Sweeney, Colin D. Butler, Colin L. Soskolne et al. „Education, Patient“. In Encyclopedia of Behavioral Medicine, 655. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_105.

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Gidron, Yori. „Education, Patient“. In Encyclopedia of Behavioral Medicine, 1–2. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4614-6439-6_105-2.

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Bird, H. A., Patricia le Gallez und Jacqueline Hill. „Patient Education“. In Combined Care of the Rheumatic Patient, 173–98. London: Springer London, 1985. http://dx.doi.org/10.1007/978-1-4471-1365-2_7.

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Fonseca, Vivian A., Merri Pendergrass und Roberta Harrison McDuffie. „Patient education“. In Diabetes in Clinical Practice, 67–75. London: Springer London, 2009. http://dx.doi.org/10.1007/978-1-84882-103-3_7.

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Fisher, Meghan, Stephanie Vyrostek und Kristina Booth. „Patient education“. In Pediatric Colorectal and Pelvic Reconstructive Surgery, 243–49. Boca Raton : CRC Press, [2020]: CRC Press, 2020. http://dx.doi.org/10.1201/9780429027789-29.

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Harding, Geoffrey. „Patient Education“. In Encyclopedia of Pain, 2823–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-28753-4_3229.

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Fry, John. „Patient Education“. In The Beecham Manual for Family Practice, 103–7. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-011-6361-3_10.

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Corcos, Jacques, und Mikolaj Przydacz. „Patient Education“. In Consultation in Neurourology, 285–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63910-9_17.

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Clokey, Diana, und Lisa E. Moore. „Patient Education“. In Diabetes in Pregnancy, 69–80. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65518-5_8.

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Konferenzberichte zum Thema "Patient education":

1

Segura-Azuara, NA, und M. Lopez. „LEARNING AMID COVID-19: MEDICAL STUDENTS INVOLVEMENT IN PATIENT EDUCATION & DISEASE AWARENESS“. In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7123.

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The COVID-19 pandemic has nurtured meaningful transformations in educational contexts; even highly traditional contexts were open about transforming approaches and methodologies. Medical professionals' education relies heavily on presence-based interaction with patients, for example, to develop community activities such as patient education, which needed to continue despite the school lockdown. As part of an intervention, medical students designed a patient education and disease awareness campaign through social media. The objective of this study was to assess the transformation of patient education and disease awareness strategies to the new remote format. The methodology considered a quantitative approach with a descriptive, and crosssectional design. The sample consisted of 34 medical students enrolled in an endocrine diseases course. Each team designed the material for the campaign based on the literature research they performed. Three tutors evaluated each team using a 5-point Likert scale addressing: disease, posts, survey, and overall assessment. Analysis of results included mean, standard deviation, and linear regression. With a correlation coefficient of 0.745 and a standard error of 0.21, the study found a high correlation between variables for each team. The results show that the transformation of this educational experience was key to offer an engaging educational learning experience for medical students. The campaigns held on social media platforms received a favorable response, as the engagement through comments and likes from their followers show, which helped on tunning the contents to relate closely to the specific audience. Keywords: higher education, educational innovation, professional education, COVID-19 pandemic adaptations, patient education
2

Dube, Sibusisiwe, Siqabukile Sihwa, Thambo Nyathi und Khulekani Sibanda. „QR Code Based Patient Medical Health Records Transmission: Zimbabwean Case“. In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2233.

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In Zimbabwe the health care delivery system is hierarchical and patient transfer from the lower level to the next higher level health care facility involves patients carrying their physical medical record card. A medical record card holds information pertaining to the patient’s medical history, pre-existing allergies, medical health conditions, prescribed medication the patient is currently taking among other details. Recording such patient information on a medical health card renders it susceptible to tempering, loss, and misinterpretation as well as susceptible to breaches in confidentiality. In this paper, we propose the application of Quick Response (QR) codes to secure and transmit this sensitive patient information from one level of the health care delivery system to another. Other security methods such as steganography could be used, but in this paper we propose the use of QR codes owing to the high proliferation of mobile phones in the country, high storage capacity, flexibility, ease of use and their capability to maintain data integrity as well as storage of data in any format.
3

Lopez, M., C. Astengo und F. Lamus. „DESIGNING A VIRTUAL REALITY ENVIRONMENT FOR TRAINING OF MEDICAL STUDENTS ON PATIENT SAFETY CULTURE“. In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7144.

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: In medicine, the awareness of reducing medication errors and risk situations for patients has increased in recent years, due to different driving forces such as patient advocate movements, and quality management strategies of health centers and regulatory bodies. However, this awareness should be reflected in the integration of strategies to prevent errors and risks by training medical students, residents, and specialists in patient safety principles. The inclusion of technologies for tridimensional visualization, such as virtual reality enables the development of innovative training proposals that contribute to a patient safety culture. The objective of this project was to design a virtual reality environment for the training on patient safety culture by triangulating the perspectives of teachers, the hospital, and the school of medicine. The development consisted of the phases of planning, design, and implementation. Planning referred to the development of learning objectives and conceptualization of scenarios. The design consisted of the technical exploration of the different tools, and the iteration on the generation of a working prototype. As a result, a virtual setting was developed for medical students to familiarize themselves and understand the environment and the processes of quality care. The reported experience proposes key elements for new developers to consider, the link to the needs of the organization, and the technical feasibility of the systems that are now available in the market. Keywords: higher education, educational innovation, educational technology, virtual reality, medical education, patient safety
4

Mayoral-Peña, K., A. Hambleton-Fuentes und E. Caloca-Lafont. „UNDERGRADUATE STUDENTS' INVOLVEMENT IN DIGITAL PATIENT-EDUCATION STRATEGY AMID COVID-19 PANDEMIC“. In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7163.

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The COVID-19 pandemic generated relevant challenges in educating future physicians and brought attention back to the vulnerability caused by non-communicable diseases (NCDs), such as cancer, emphysema, and cardiovascular affections. Due to the risk of the 2019 Coronavirus contagion, the patient-based education strategies were put on hold, as they were face-to-face. Also, there was an urgent need to develop strategies that used new technologies to offer efficient and fast medical content to the non-specialized public. To overcome this situation, we involved undergraduate students of medicine in developing scientific content and infographics about the prevention and early diagnosis of cancer for a mobile application. The objective of this study was to assess the learning impact generated by the creation of digital patient-education materials. Five medical students enrolled in the Pathophysiology of Respiratory System course at Tecnologico de Monterrey were recruited as participants in the educational strategy with weekly sessions for four months. The following pedagogical tools were used during the intervention: project-based learning, challenge-based learning, engagement, service learning, science outreach, design thinking, and mentoring. Ten infographics for the mobile application were created after this experience. Also, a qualitative and transversal analysis of the undergraduates' learning was implemented using a focus group session as an instrument to evaluate the mentioned strategy's impact. As a relevant finding, we observed a high level of engagement, improvement in communication skills, and ethical reflections among the students. After the app is completed, we plan to create a social startup to generate more content about NCDs to promote prevention and early diagnosis. Educational strategies involving medical undergraduates in social projects have two beneficial outcomes: the student internalizes significant knowledge and positively impacts society's health. This project aims to inspire educators to empower students to develop real-life solutions as part of their college activities. Keywords: Educational innovation, medical education, patient-education strategy, digital technology development, pandemic adaptations, cancer education
5

Fiore-Silfvast, Brittany, Carl Hartung, Kirti Iyengar, Sharad Iyengar, Kiersten Israel-Ballard, Noah Perin und Richard Anderson. „Mobile video for patient education“. In the 3rd ACM Symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2442882.2442885.

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Rahman Khan, Mohammad Nasfikur, Faysal Ahmmed, Md Khizir Al Zabir und Kari J. Lippert. „Virtual Patient in Medical Education“. In 2023 7th International Symposium on Multidisciplinary Studies and Innovative Technologies (ISMSIT). IEEE, 2023. http://dx.doi.org/10.1109/ismsit58785.2023.10304938.

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Manno, Francis A. M., Sinai H. C. Manno, Irfan Ahmed, Yuanchao Liu, Shuk Han Cheng und Condon Lau. „One Patient, Two Patient, Three Patient, Four - When Patients Are Counted, But Not Accounted For: Pseudoreplication In Medicine“. In 2018 9th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2018. http://dx.doi.org/10.1109/itme.2018.00065.

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Guilherme de Almeida, Thalles, Caio Carvalhais Chaves, Barbara Niquini Assunção, João Victor de Pinho Costa, Vívian Guerra de Faria, Luiza Castro Fernandes, Alessandra Rodrigues Hansen Ferreira et al. „Systemic sclerosis patients’ oral health: a patient education booklet report“. In SBR 2021 Congresso Brasileiro de Reumatologia. Sociedade Brasileira de Reumatologia, 2021. http://dx.doi.org/10.47660/cbr.2021.1801.

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Vagg, Tamara, Cathy Shortt, Claire Fleming, Barry Plant und Sabin Tabirca. „IMPROVING PATIENT EDUCATION AND THE TRANSITION PROCESS USING VIRTUAL REALITY“. In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-069.

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For those diagnosed with a chronic condition at an early age, such as Cystic Fibrosis, transition from a paediatric care facility to an adult orientated facility is often inevitable. Patients can feel anxious and nervous as they are unfamiliar with their new surroundings and healthcare team. Research has shown that these symptoms would be reduced if patients were given the opportunity to meet their new healthcare team and become familiar with the new process and surroundings prior to transitioning. This research explores the possibility of using Virtual Reality as a means of complementing the transition process. By allowing patients to explore and learn of their new surroundings and meet their healthcare team virtually prior to transitioning, it is anticipated that their will be an improvement on patient education and experience. A 3D model of the Adult CF Day Unit, Specialist Inpatient Unit, and other common testing labs is created for exploration in the Unreal Engine 4. This 3D environment is then prepared for use in a HTC Vive. The environment also includes interest points, audio, and welcome video introducing the adult CF healthcare team. Throughout the development process this system is tested with five technical researchers. The feedback received from these evaluators primarily focused on the use of a UI and other features such as a bread-crumb trail and audio to assist in the educational content at interest points. This feedback has now been implemented in preparation for patient testing. It is anticipated that this will enhance the patients experience and educate them on the transition process.
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Giat, Eitan, Michael Dreyfuss und Yahel Giat. „Data Analysis of Emergency Department Length of Stay for Patients Presenting with Headaches“. In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5135.

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Aim/Purpose. Patients’ length of stay in emergency departments (ED) is a widespread problem that poses great hardship on patients and health providers alike. This paper’s purpose is to reduce length of stay (LOS) for patients presenting to the ED with headaches. Background. The increasing number of patients admitted to emergency departments challenges administrators to find ways to reduce the length of stay in the ED. The purpose of this paper is to quantify the potential reduction in LOS by modifying patient flow in the ED, for patients presenting with non-traumatic headache who require a non-contrast head computerized tomography (CT). Methodology. A 41-month retrospective review was performed for all patients presenting to the Sheba ED with non-traumatic headache as the chief complaint and that were referred to CT during their visit. We distinguished between patients that had undergone the standard patient flow of first seeing a physician and only then referred to CT and patients that were sent to CT directly from the triage station, which is run by a triage nurse. For the former group, we identified their main patient flow epochs: arrival, triage nurse, physician referral to CT, performing CT, discharge. Contribution. The contribution is two-fold. First, a practical recommendation for changes in patient workflow to reduce LOS. Second, it demonstrates how medical records can be used to analyze “what-if” scenarios on patient flow. Findings During the period under review, there were 5501 headache patients out of a total of 196681 walk-in ED visits, a ratio of 2.79% (95% confidence interval [95% CI]: 2.72%-2.86%). Of the headache patients, 2961 patients were referred to CT and their LOS was 394 minutes (95% CI: 387-401). Modifying the standard patient flow so that patients are sent from triage immediately to CT will potentially reduce 121 minutes (95% CI: 118-124) from their LOS. These potential savings are concentrated mainly in the p.m. hours. Recommendations for Practitioners. The potential LOS reduction can be achieved by modifying current patient flow for patients presenting to the ED with non-traumatic headache. Modifications should focus on late afternoon and evening hours. Accordingly, different proposals addressing the nature of these proposals are discussed. Recommendations for Researchers. There is a plethora of information available in electronic medical records, which is yet to be harnessed to improve the management of health systems. Researchers could apply techniques used in this paper to benefit the health systems. Impact on Society. Reducing LOS will positively affect not only patients who will receive faster service, but also health provider that are currently are operating in a crowded and stressful environment. Future Research. The research can be expanded to other common patient main complaints such as abdominal pain or orthopedic injuries.

Berichte der Organisationen zum Thema "Patient education":

1

Spradlin, Henry A. The Role of Certified Registered Nurse Anesthetists in Patient Education. Fort Belvoir, VA: Defense Technical Information Center, September 2000. http://dx.doi.org/10.21236/ad1012356.

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2

Knight, Sara J., und David M. Latini. Psychosocial and Patient Education Needs of Prostate Cancers Selecting Watchful Waiting. Fort Belvoir, VA: Defense Technical Information Center, Mai 2006. http://dx.doi.org/10.21236/ada455614.

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3

Knight, Sara J., und David Latini. Psychosocial and Patient Education Needs of Prostate Cancers Selecting Watchful Waiting. Fort Belvoir, VA: Defense Technical Information Center, November 2008. http://dx.doi.org/10.21236/ada548695.

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4

Opiyo, Newton. What are the effects of interprofessional education on professional practice and healthcare outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170413.

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Delivering effective, high quality patient care is complex and requires that health and social care professionals work together effectively. Interprofessional education – training or learning initiatives that involve more than one profession in joint, interactive learning with the explicit purpose of improving interprofessional collaboration or patient care – is a possible strategy for improving how professionals work together as well as improving professional practice and patient care.
5

Dy, Sydney M., Julie M. Waldfogel, Danetta H. Sloan, Valerie Cotter, Susan Hannum, JaAlah-Ai Heughan, Linda Chyr et al. Integrating Palliative Care in Ambulatory Care of Noncancer Serious Chronic Illness: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), Februar 2020. http://dx.doi.org/10.23970/ahrqepccer237.

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Objectives. To evaluate availability, effectiveness, and implementation of interventions for integrating palliative care into ambulatory care for U.S.-based adults with serious life-threatening chronic illness or conditions other than cancer and their caregivers We evaluated interventions addressing identification of patients, patient and caregiver education, shared decision-making tools, clinician education, and models of care. Data sources. We searched key U.S. national websites (March 2020) and PubMed®, CINAHL®, and the Cochrane Central Register of Controlled Trials (through May 2020). We also engaged Key Informants. Review methods. We completed a mixed-methods review; we sought, synthesized, and integrated Web resources; quantitative, qualitative and mixed-methods studies; and input from patient/caregiver and clinician/stakeholder Key Informants. Two reviewers screened websites and search results, abstracted data, assessed risk of bias or study quality, and graded strength of evidence (SOE) for key outcomes: health-related quality of life, patient overall symptom burden, patient depressive symptom scores, patient and caregiver satisfaction, and advance directive documentation. We performed meta-analyses when appropriate. Results. We included 46 Web resources, 20 quantitative effectiveness studies, and 16 qualitative implementation studies across primary care and specialty populations. Various prediction models, tools, and triggers to identify patients are available, but none were evaluated for effectiveness or implementation. Numerous patient and caregiver education tools are available, but none were evaluated for effectiveness or implementation. All of the shared decision-making tools addressed advance care planning; these tools may increase patient satisfaction and advance directive documentation compared with usual care (SOE: low). Patients and caregivers prefer advance care planning discussions grounded in patient and caregiver experiences with individualized timing. Although numerous education and training resources for nonpalliative care clinicians are available, we were unable to draw conclusions about implementation, and none have been evaluated for effectiveness. The models evaluated for integrating palliative care were not more effective than usual care for improving health-related quality of life or patient depressive symptom scores (SOE: moderate) and may have little to no effect on increasing patient satisfaction or decreasing overall symptom burden (SOE: low), but models for integrating palliative care were effective for increasing advance directive documentation (SOE: moderate). Multimodal interventions may have little to no effect on increasing advance directive documentation (SOE: low) and other graded outcomes were not assessed. For utilization, models for integrating palliative care were not found to be more effective than usual care for decreasing hospitalizations; we were unable to draw conclusions about most other aspects of utilization or cost and resource use. We were unable to draw conclusions about caregiver satisfaction or specific characteristics of models for integrating palliative care. Patient preferences for appropriate timing of palliative care varied; costs, additional visits, and travel were seen as barriers to implementation. Conclusions. For integrating palliative care into ambulatory care for serious illness and conditions other than cancer, advance care planning shared decision-making tools and palliative care models were the most widely evaluated interventions and may be effective for improving only a few outcomes. More research is needed, particularly on identification of patients for these interventions; education for patients, caregivers, and clinicians; shared decision-making tools beyond advance care planning and advance directive completion; and specific components, characteristics, and implementation factors in models for integrating palliative care into ambulatory care.
6

Volkova, Nataliia P., Nina O. Rizun und Maryna V. Nehrey. Data science: opportunities to transform education. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3241.

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The article concerns the issue of data science tools implementation, including the text mining and natural language processing algorithms for increasing the value of high education for development modern and technologically flexible society. Data science is the field of study that involves tools, algorithms, and knowledge of math and statistics to discover knowledge from the raw data. Data science is developing fast and penetrating all spheres of life. More people understand the importance of the science of data and the need for implementation in everyday life. Data science is used in business for business analytics and production, in sales for offerings and, for sales forecasting, in marketing for customizing customers, and recommendations on purchasing, digital marketing, in banking and insurance for risk assessment, fraud detection, scoring, and in medicine for disease forecasting, process automation and patient health monitoring, in tourism in the field of price analysis, flight safety, opinion mining etc. However, data science applications in education have been relatively limited, and many opportunities for advancing the fields still unexplored.
7

Picho, Katherine, Timothy J. Cleary, Jr Artino, Dong Anthony R. und Ting. Developing and Testing a Self-Regulated Learning Assessment Methodology Combined with Virtual-Patient Simulation in Medical Education. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ada623009.

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8

Harlan, Jane, Lindsey Jacobsen, Emily Easterly, Mitch King und Laura Reed. The Impact of Patient and Provider Education on Statin Therapy Initiation and Adherence in Type II Diabetics. University of Tennessee Health Science Center, April 2024. http://dx.doi.org/10.21007/con.dnp.2024.0078.

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9

Taylor, Kathryn L. Treatment Decision Making in Early-Stage Prostate Cancer: Evaluation of Computer-Based Patient Education and an Interactive Decision Aid. Fort Belvoir, VA: Defense Technical Information Center, Februar 2006. http://dx.doi.org/10.21236/ada456152.

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10

Taylor, Kathryn L. Treatment Decision Making in Early-Stage Prostate Cancer: Evaluation of Computer-Based Patient Education and an Interactive Decision Aid. Fort Belvoir, VA: Defense Technical Information Center, Februar 2003. http://dx.doi.org/10.21236/ada415639.

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