Development of Patient Education for Older Adults Receiving Chemotherapy

2010 ◽  
Vol 14 (4) ◽  
pp. 433-441 ◽  
Author(s):  
Ann Shields Rigdon
Keyword(s):  
Older Adults ◽  
Patient Education

Challenges in Patient Education: Teaching Older Adults Home Health Care Tasks

2011 ◽  
Author(s):  
Jenay M. Beer ◽  
Sara E. Mcbride ◽  
Tracy L. Mitzner ◽  
Jennifer M. Springman ◽  
Wendy A. Rogers
Keyword(s):  
Older Adults ◽  
Health Care ◽  
Patient Education ◽  
Home Health Care ◽  
Home Health

scholarly journals Reduction of Inappropriate Benzodiazepine Prescriptions Among Older Adults Through Direct Patient Education

2014 ◽  
Vol 174 (6) ◽  
pp. 890 ◽  
Author(s):  
Cara Tannenbaum ◽  
Philippe Martin ◽  
Robyn Tamblyn ◽  
Andrea Benedetti ◽  
Sara Ahmed
Keyword(s):  
Older Adults ◽  
Patient Education

scholarly journals Effectiveness of Therapeutic Patient Education Interventions for Older Adults with Cancer: A Systematic Review

2020 ◽  
Vol 24 (7) ◽  
pp. 772-782
Author(s):  
Marie Champarnaud ◽  
H. Villars ◽  
P. Girard ◽  
D. Brechemier ◽  
L. Balardy ◽  
...  
Keyword(s):  
Systematic Review ◽  
Older Adults ◽  
Patient Education ◽  
Therapeutic Patient Education ◽  
Education Interventions

scholarly journals The effect of information architecture on the effectiveness and user experience of web-based patient education: A randomized experiment with middle-aged and older adults (Preprint)

2019 ◽  
Author(s):  
Tessa Dekkers ◽  
Marijke Melles ◽  
Stephan BW Vehmeijer ◽  
Huib de Ridder
Keyword(s):  
Older Adults ◽  
Patient Education ◽  
Active Control ◽  
User Experience ◽  
User Satisfaction ◽  
Information Architecture ◽  
Randomized Experiment ◽  
Middle Aged ◽  
Web Based ◽  
Joint Replacement Surgery

BACKGROUND Web-based patient education is increasingly offered to improve patients’ ability to learn, remember, and apply health information. Efficient organization, display, and structural design, i.e. information architecture (IA), can support patients’ ability to independently use web-based patient education. However, the role of IA in the context of web-based patient education has not been examined systematically. OBJECTIVE To support intervention designers in making informed choices that enhance patients’ learning, the current paper describes a randomized experiment concerning the effect of IA on the effectiveness, use, and user experience of a patient education website and examines the theoretical mechanisms that explain these effects. METHODS Middle-aged and older adults with self-reported hip or knee joint complaints were recruited to use and evaluate one of three patient education websites containing information on total joint replacement surgery. Each website contained the same textual content based on an existing leaflet but differed in the employed IA design (tunnel, hierarchical, or matrix design). Participants rated the websites on satisfaction, engagement, control, relevance, trust, and novelty and completed an objective knowledge test. Analyses of variance and structural equation modelling were used to examine the effects of IA and construct a theoretical model. RESULTS We included 215 participants in our analysis. IA did not affect knowledge gain (P=.361) or overall satisfaction (P=.069) directly. However, tunnel (M=3.22, SD=0.67) and matrix (M=3.17, SD=0.69) architectures were found to provide more emotional support compared to hierarchical architectures (M=2.86, SD=0.60) (P=.002). Furthermore, increased perceptions of personal relevance in the tunnel IA (β=.18) were found to improve satisfaction (β=.17) indirectly. Increased perceptions of active control in the matrix IA (β=.11) also improved satisfaction (β=.27) indirectly. The final model of IA effects explained 74.3% of the variance in satisfaction and 6.8% of the variance in knowledge and achieved excellent fit: χ2(17,215)=14.684, P=.618, RMSEA=0.000 [CI 0.000-0.053], CFI=1.00, SRMR=0.044. CONCLUSIONS Information architecture (IA) has small but notable effects on users’ experiences with online health education interventions. Web-based patient education designers can employ tunnel IA designs to guide users through sequentially ordered content or matrix IA to offer users more control over navigation. Both improve user satisfaction by increasing user perceptions of relevance (tunnel) and active control (matrix). While additional research is needed, hierarchical IA designs are currently not recommended, as hierarchical content is perceived as less supportive, engaging, and relevant which may diminish the usage, and in turn the effect of the educational intervention. CLINICALTRIAL

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