Timmers, T., Janssen, L., Kool, R. B., & Kremer, J. A. (2020). Educating patients by providing timely information using smartphone and tablet apps: systematic review. Journal of Medical Internet Research, 22(4), e17342. https://doi.org/10.2196/17342
This article highlights the benefits of educating patients through technology-based strategies, such as smartphones. It mentions that patient education has significant benefits, like enhanced engagement in shared decision-making. Patients can contribute to their health treatment because they understand illnesses and interventions. The article also highlights that patient education promotes patient satisfaction and adherence to provider instructions. Such benefits are essential for achieving improved health outcomes. This article is valuable because it highlights the benefits of patient education, encouraging providers to embrace it.
Lima, G., Cruz, M. M. A. da, Marques, C., Liu, X., Xu, Z., Jiandani, M. P., Cuenza, L., Kouidi, E., Giallauria, F., Mohammed, J., Maskhulia, L., Trevizan, P. F., Batalik, L., Pereira, D. G., Tourkmani, N., Burazor, I., Venturini, E., Lira, G. G., Cardoso, B., & Neves, V. R. (2024). Psychometric validation of the short version of the Information Needs in Cardiac Rehabilitation scale through a first global assessment. European Journal of Preventive Cardiology, 31. https://doi.org/10.1093/eurjpc/zwae148
This article acknowledges that patients need information to achieve and maintain health. Therefore, it recommends using tools like the Information Needs in Cardiac Rehabilitation short version (INCR-S) scale to determine what patients want to learn. It includes 36 items, which, when answered, inform providers about the level of knowledge. For example, the scale might ask: When should I see a doctor? What medications do I need? Or what happens when I have a heart attack? Such questions help providers understand what patients should learn by identifying their ‘weak’ areas. This article is useful in helping nurses fulfill the first step in structured education, assessment.
Sung, Y.-K., Kim, H., Cha, S. J., Kim, S.-H., Ndosi, M., & Cho, S.-K. (2020). Developing the Korean Educational Needs Assessment Tool (Korean ENAT) in rheumatoid arthritis: cross-cultural validation using Rasch analysis. The Korean Journal of Internal Medicine, 36(4). https://doi.org/10.3904/kjim.2019.422
This article discusses a needs assessment tool that could help identify patients’ priority needs. That is, what nurses should emphasize when creating educational materials and educating patients. The article suggests using a tool such as the educational needs assessment tool (ENAT). It can be modified to fit different subjects, such as hypertension and arthritis. ENAT has 39 items grouped into 7 groups: managing pain, disease process, feelings, treatments, support systems, movement, and self-help measures. This resource would be valuable in guiding nurses when conducting assessments. This resource should be reviewed before starting the education process.
Cappelletti, E. R., Greco, A., Maloberti, A., Giannattasio, C., Steca, P., & D’Addario, M. (2020). What hypertensive patients want to know [and from whom] about their disease: a two-year longitudinal study. BMC Public Health, 20(1). https://doi.org/10.1186/s12889-020-8421-6
This research explains what patients expect to know in education processes, especially those with hypertension. The authors studied 202 participants to determine their interests in education. Results show that patients do not have similar expectations even when they have the same illness. The research explains that interests change depending on the disease stage. Nevertheless, some of the expectations include understanding medications, risk factors, and symptoms. This resource is valuable because it highlights the importance of avoiding generalizations in patient education. It helps nurses understand that there is no one-size-fits-all plan for improving patient knowledge.