Biomedical subjects

Kirsi Johansson

Publications and source records attributed to Kirsi Johansson.

5 recordsLinked to original sources

PubMed2006

Empowering orthopaedic patients through preadmission education: results from a clinical study.

OBJECTIVE: To determine whether it is possible to increase patients' knowledge and certainty about care-related issues, to reach a more empowering learning experience and to exercise a more positive impact on selected clinical outcomes by means of additional preadmission education (education using the concept map method added to standard preadmission education) than by means of standard preadmission education (written educational material with non-systematic oral education). METHODS: Elective hip arthroplasty patients were randomized into group A (n=62), who received preadmission education using the concept map method with written educational material; and group B (n=61), who received the written educational material and non-systematic oral education. Data were collected from both groups 4 weeks prior to hospital admission, at admission and at discharge using questionnaires. RESULTS: In the first post-test at admission, group A had significantly better knowledge and certainty of care-related issues than group B. Group A also reported a significantly more positive learning experience than patients in group B. In the second post-test at discharge, patients in group A still had better knowledge and certainty of care-related issues than patients in group B. CONCLUSION: Preadmission education using the concept map method and written educational material seems to yield better learning results than the use of written educational material with non-systematic oral education. PRACTICE IMPLICATIONS: Empowering preadmission education using the concept map method is beneficial for patients.

Adaptation, Psychological↗

PubMed2005

Preoperative education for orthopaedic patients: systematic review.

AIMS: This paper presents a systematic review whose aim was to describe the scope and methods of the current literature on preoperative patient education and to identify the effects of this education. BACKGROUND: Preoperative patient education is a common and important intervention in surgical nursing, yet there is very limited systematic evidence on its precise role. METHODS: The Medline, CINAHL, Eric, Psycinfo and Social Sciences Index databases and the Cochrane Library were searched, covering the period from the beginning of each database to April 2003. Studies were included if they concerned adult orthopaedic patients, preoperative nursing patient education and were based on randomized controlled or clinical trials. Meta-analysis was carried out where appropriate. RESULTS: We identified 11 articles involving 1044 participants. Most studies included one experimental and one control group; only two had more than one experimental and control group. The educational interventions varied widely, but the majority were based on written materials alone, or written materials in combination with other teaching methods. The most common outcome measures related to pain, knowledge, anxiety, exercises and length of stay, and the least common to self-efficacy and empowerment. The methodological quality of the studies varied. Almost all reported one or more statistically significant effects. Based on the findings of the meta-analysis, preoperative education appears to have some impacts on patients' anxiety and knowledge levels. CONCLUSIONS: The review clearly highlights the need for well-designed, methodologically sound research into the outcomes of patient education. It also points to the need to study patient education from the point of view of empowerment.

Anxiety↗

PubMed2004

Written orthopedic patient education materials from the point of view of empowerment by education.

Written patient education materials are one way of supporting patient empowerment. The aim of this study was to evaluate written orthopedic patient education materials (n = 25) drawn from a university hospital's electronic databank. In the absence of suitable tools for evaluation, an analytic framework was developed by a panel of nursing scientists and clinical experts. The materials were evaluated from the point of view of empowerment by their external appearance, content and instructiveness. In terms of their external appearance the materials were well prepared, but much was left to be desired with regard to contents and instructiveness. Development needs to focus on making better use of methods of visual representation, on increasing the coverage of content areas that so far have received less attention, like social, experiential, ethical and financial empowerment, and on providing a more focused perspective on the patient.

Attitude to Health↗

PubMed2003

Need for change in patient education: a Finnish survey from the patient's perspective.

This study aims to find out how hospital patients in Finland perceive and evaluate the education they receive. It represents the first part of a patient education project at one university hospital in which the ultimate goal is to support patients' decision-making and self-care and in this way to facilitate the independent empowerment with health problems. The survey comprised of 754 patients from 63 of the hospital's 100 wards during a randomly selected week in spring 2001. The results show that most patients described the patient education they had received as sufficient, although some did indicate they had not learned enough about the possible side effects of care, problems of care and future care. Patients were not content with the education they received in support of social, experiential, ethical and financial aspects. The methods used in patient education should also be more diversified and patient-centred.

Adult↗

PubMed2002

Patients' learning needs after hip arthroplasty.

The purpose of this study was to describe patients' learning needs after hip arthroplasty and compare them prior to and 2 weeks after hospital discharge. Data were collected in two phases from 22 surgical wards in 17 hospitals in Finland using a Canadian Patient Learning Needs Scale (Galloway et al., 1996). The first questionnaire (n=212, 81%) was completed before hospital discharge and the second (n=144, 55%) was completed at home after hospital discharge. Results indicated that patients' learning needs diminished significantly after hospital discharge. In both questionnaires patients felt that the most important information was about complications and symptoms. Information about medication was ranked the second most important. Demographic variables such as age, gender, education and working life were clearly related to learning needs. Women over 60 years old, and less educated and retired respondents had many learning needs.

Adult↗