Providing chronically ill patients with informational support is crucial for successful disease management. The effectiveness of educational interventions was examined utilizing three questionnaires which assessed glaucoma patients' health beliefs, disease knowledge and medication compliance. 60 chronic open-angle glaucoma patients either: watched a glaucoma film, read glaucoma information pamphlets, received instruction verbally from their ophthalmologist or proceeded with their regular check-up. Measures were taken pre-intervention, then 2 and 30 days later. A 3 x 4 mixed ANOVA found a significant interaction between time and intervention in the film group. The relationship between the degree of patient's visual field loss and measures on compliance, health beliefs, and knowledge was also assessed. The positive correlations indicate that patients with modest visual field losses are also those with the highest scores on the three dependent measures. Patients, who have less visual field loss, may possess the behavioral, affective and cognitive components required to successfully manage their illness regimens.

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.

This systematic review presents findings on diabetes self-management education (DSME) as a therapeutic tool to aid glycaemic control in people with type 2 diabetes in general practice settings. DSME encompasses a wide range of educational interventions aimed at changing behaviour and adherence to recommended medical management (American Association of Diabetes Educators [AADE] 2003). Results from literature suggest that DSME interventions have modest effects on glycaemic control but the impact of these interventions in terms of long-term diabetes outcomes is uncertain (Norris, Engelgau and Narayan 2001; Gary' Gerkinger, Guallan, Peyrot and Brancati 2003). / Thesis (MNursing)--University of South Australia, 2006.

Thesis (M.Nurs.)--University of Wollongong, 2006. / Typescript. Includes bibliographical references: leaf 112-119.

Thesis (M.Nurs.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 74-77)

Thesis (M.Nurs.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 119-123)

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (M.S.)--Eastern Illinois University, 2008. / Includes bibliographical references (leaves 68-73).

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript. Sponsor: M. F. Frazier. Dissertation Committee: M. M. Adams, E. P. Hagen, . Type C project. Includes bibliographical references (leaves [274]-278).

Thesis (M.S.)--University of Michigan. / Spine title: Attitudes of nurses toward patient education. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 35-37).