Thesis (M.Sc.(Pharmacy)) - Rhodes University, 2007.

Peritoneal dialysis is one of the possibilities of the chronic renal failure treatment. Its advantage is that the patient is treated alone in his home environment. The main indication of this method is the inability to secure vascular access for hemodialysis. Contraindications include damage to the peritoneum and adhesions in the abdominal cavity. The principle of the method is the exchange of solutes between blood and dialysis solution filled into the peritoneal cavity. Timely and proper education by the nurse is the most important precondition for successful treatment with peritoneal dialysis. The thesis is focused on the role of nurses in the education of patients with peritoneal dialysis. It deals mainly with issues of patient education in connection with the occurrence of complications during their treatment. The first section describes the problems of peritoneal dialysis, including technical aspects, complications and their treatment. Furthermore, the attention is focused on the automated peritoneal dialysis, which takes place mostly at night and therefore the patient has more time to care about his normal daily activities. The second section of the theoretical part is devoted to education. The first target of the research was the examination of the effect of educational activities on the occurence of complications. Before starting treatment, patients have always been educated about the issues of this kond of treatment. The informative materials about the treatment and its related complications were also provided. Some of them did look up the information on the internet, and they discussed it further with the nurse. All of the respondents were able to name and describe the symptoms of complications occurring at the beginning and during the therapy. The second goal was to compare awareness among patients with frequent complications compared to those with the least complications. We did not find any benchmark to determine, whether the inconvenience was caused y the degree of unawareness of the patients, or their attitude to the treatment. The discussion will reflect on the question, which errors did subsequently led to the complications. The third objective was to compare the incidence of complications on patients with APD compared to patients on CAPD. With CAPD, the patient opens and closes the transfer set at least 4 times a day, thereby increasing the risk of infection through the peritoneal catheter. The research shows that among respondents undergoing the APD treatment method, the number of complications is lower. It is not possible to determine, whether the numer of complications on APD is lower due to minimal use of the peritoneal catheter, or because some patients on CAPD have already suffered the complications and have been instructed to approach the APD more responsibly. The empirical part of the thesis is presented by a qualitative research. The survey was carried out in the form of non-standardized interview based on prepared questions, which were extended during interviews. The research group consists of ten patients from dialysis clinics in Tabor, Ceske Budejovice and Jindrichuv Hradec. The patients on CAPD and APD were of different ages and with different duration of treatment. Peritoneal dialysis is the elimination method of replacing the kidneys function, and it is performed by the patient himself, in their own social environment. A prerequisite for successful treatment is high-quality patient education, which is mainly provided by the nurse. This introductory education continues with ongoing reeducation. The results of this thesis may be used as the basis for further research. They can also be used as study material for students of nursing fields. Created brochure can help the patients to decide, how to select the treatment method, or mastering the problems of this treatment.

Introdução: A educação faz parte do tratamento dos pacientes diabéticos juntamente com a dieta, os exercícios físicos e o uso de medicamentos. É um processo contínuo que, através da aprendizagem, traduz conhecimentos em ações para o autocuidado. O impacto da educação em diabetes sobre o controle metabólico foi relativamente pouco estudado. Objetivo: Avaliar o efeito de intervenção educativa estruturada de abordagem grupal sobre o controle metabólico em pacientes portadores de Diabetes Mellitus (DM) tipo 2. Métodos: Ensaio clínico randomizado, com duração de 1 ano, em um hospital universitário público. Foram incluídos pacientes ambulatórias com DM tipo 2, não usuários de insulina, alfabetizados. Os pacientes foram subdivididos, de forma randomizada, em 2 grandes grupos: grupo controle (tratamento convencional, com visitas ambulatoriais rotineiras ao médico assistente e à enfermeira) e grupo de intervenção (visitas rotineiras mais intervenção educacional). A intervenção foi um processo educacional estruturado, com 4 sessões semanais, consecutivas, teórico-práticas, em grupos (8- 10 pacientes cada), com 120 minutos de duração cada uma. Foram ministradas por uma enfermeira educadora especialmente treinada, em forma de aulas (nutrição, automonitoramento da glicosúria, exercício, cuidado com os pés e outros tópicos de autocuidado). O tempo de contato com o educador foi de 14 horas no grupo de intervenção durante o ano do estudo. O conhecimento sobre diabetes foi avaliado, através de um questionário, na entrada e após 30 dias (1 mês corrido para os controles e ao final do curso para o grupo de intervenção). No recrutamento e aos 4, 8 e 12 meses, foram avaliados a hemoglobina glicada (teste A1c), peso corporal, a pressão arterial e o perfil lipídico. Resultados: Foram incluídos 104 pacientes, com idade de 59 ± 9,5 anos (31-74), duração conhecida do DM de 10,5 ± 6,70 anos (3- 38), Índice de Massa Corporal (IMC) 29,1 ± 4,4kg/m², relação cintura/quadril (C/Q) de 0,94 ± 0,08 cm e A1C de 6,8 ±1,4 mg / dL. No grupo de intervenção, a A1c foi significativamente mais baixa do que no basal, aos 4 (P = 0,007), 8 (P = 0,009) e 12 meses de acompanhamento (P = 0,04). O grupo controle apresentou um aumento progressivo da A1c até o 8º mês, mantendo-se estável até o fim do estudo. Os valores de A1c, no grupo de intervenção, aos 8 e 12 meses correlacionaram-se significativamente com o número de acertos no teste aplicado aos 30 dias (r = 0,22; P = 0,022 aos 8 e r = 0,23; P = 0,023 aos 12 meses, respectivamente). Ao longo do estudo, em ambos os grupos houve melhora semelhante, significativa, no peso, nos níveis pressóricos, nos níveis de colesterol total e High Density Lipoprotein (HDLColesterol). Conclusão: Em pacientes ambulatoriais com DM tipo 2, participar de um programa estruturado de educação em diabetes, com aulas em grupo, associa-se significativamente com redução dos níveis de A1c a partir de 4 meses, efeito que se mantém significativo até os 12 meses. / Introduction: Education is part of the management of diabetes mellitus, along with diet, physical activity and medications. It is a continuous process in which knowledge is translated into actions for self-care. The impact of diabetes education on metabolic control has not been sufficiently studied. Objective: To evaluate the effect of a structured educational group intervention on the metabolic control of patients with Type 2 Diabetes Mellitus (T2DM). Methods: A randomized, controlled, clinical trial, lasting 12 months in a public University hospital outpatient clinic. The patients had T2DM (WHO), were not using insulin, and were literate. They were randomly subdivided into 2 groups: the control group (conventional treatment, with routine outpatient physician and nurse appointments) and the intervention group (conventional treatment plus the structured educational intervention). The intervention was a structured educational process, consisting of 4 consecutive, group (8-10 participants), weekly, theoretical-practical sessions, and each one lasting up to 120 minutes. These sessions were conducted by a diabetes educator nurse, specially trained, in the form of classes (nutrition, home blood glucose monitoring, exercise, foot care and other aspects of self-care). During the study, the patients in the intervention group spent a total 14 hours with the nurse educator. Knowledge about diabetes was evaluated on entry and at 30 days through a questionnaire (after 1 full month for the control group and after the completion of the course for the intervention group). At baseline and after 4, 8 and 12 months, glycated haemoglobin (A1c), body weight, blood pressure and lipid profile were measured. Results: 104 patients were included, ages 59 ± 9.5 years, known duration of T2DM 10.5 ± 6.7 years, BMI 29.1±4.4kg/m²,waist/hip ratio 0.94 ± 0.08 cm and A1C 6.8 ±1.4 mg / dL. In the intervention group, A1c was significantly lower than at baseline at 4 (P = 0.007), 8 (P = 0.009) and 12 months of follow-up (P = 0.04). The control group had a progressive rise of A1c until the 8th month, keeping stable until the completion of the study. The values of A1c at 8 and 12 months in the intervention group were significantly correlated with the number of correct answers in the test applied at 30 days (r = 0.22; P = 0.022 at 8, r = 0.23; P = 0.023 at 12 months, respectively). Along the study, both groups showed similar, significant, improvement in BMI, blood pressure, total cholesterol and HDL. Conclusion: In T2DM outpatients, participating in a structured diabetes education programme, with group classes, is significantly associated with a reduction in A1c, that is observable at 4 months and remains significant for up to 12 months.

L’éducation du patient adulte entre normalisation et normativité. Le développement de l’éducation du patient tente de répondre à l’inexorable progression du diabète et des autres maladies chroniques. L’objectif de cette thèse est d’interroger les rapports aux normes de santé des malades et des soignants. Il s’agit de comprendre ce qui sous-tend le développement de cette pratique avec une médecine qui progresse dans son approche scientifique. La pédagogie devient alors prescription à trouver la norme de santé. La substitution d’une norme médicale par une norme pédagogique pose question sur la démarche éducative entre normalisation et normativité. La normalisation expose le patient aux normes issues d’une médecine fondée sur les sciences alors que la normativité invite le malade à la recherche de ses propres normes de vie avec sa maladie. La démarche éthique permet de questionner l’autonomie prescrite et nous invite à partager nos impuissances pour mieux partager nos savoirs. Le courage nous paraît au cœur de la délibération pour adapter la démarche éducative à chaque situation singulière et permettre à l’éducation du patient d’être thérapeutique. / Education of adult patients : between normalization and normativity. The development of patient education attempts to address the relentless progression of diabetes and other chronic diseases. The objective of this thesis is to examine therelationships between medical standards for patients and caregivers. It aims to understand what underlies the development of this practice with medicine that is progressing in its scientific approach. Then pedagogy becomes a prescription to find health standards. There placement of a medical standard with an educational standard brings into question the educational process between normalization and normativity. Normalization exposes thepatient to the rules that come from science-based medicine while normativity invites the patient to find their own standards in order to live with their illness. The ethical approach makes it possible to question the prescribed autonomy and invites us to share ourweaknesses in order to better share our knowledge. Courage seems to be at the core of the deliberation to adapt an educational approach to each individual situation to enable patient education to be therapeutic.

Introdução: A educação faz parte do tratamento dos pacientes diabéticos juntamente com a dieta, os exercícios físicos e o uso de medicamentos. É um processo contínuo que, através da aprendizagem, traduz conhecimentos em ações para o autocuidado. O impacto da educação em diabetes sobre o controle metabólico foi relativamente pouco estudado. Objetivo: Avaliar o efeito de intervenção educativa estruturada de abordagem grupal sobre o controle metabólico em pacientes portadores de Diabetes Mellitus (DM) tipo 2. Métodos: Ensaio clínico randomizado, com duração de 1 ano, em um hospital universitário público. Foram incluídos pacientes ambulatórias com DM tipo 2, não usuários de insulina, alfabetizados. Os pacientes foram subdivididos, de forma randomizada, em 2 grandes grupos: grupo controle (tratamento convencional, com visitas ambulatoriais rotineiras ao médico assistente e à enfermeira) e grupo de intervenção (visitas rotineiras mais intervenção educacional). A intervenção foi um processo educacional estruturado, com 4 sessões semanais, consecutivas, teórico-práticas, em grupos (8- 10 pacientes cada), com 120 minutos de duração cada uma. Foram ministradas por uma enfermeira educadora especialmente treinada, em forma de aulas (nutrição, automonitoramento da glicosúria, exercício, cuidado com os pés e outros tópicos de autocuidado). O tempo de contato com o educador foi de 14 horas no grupo de intervenção durante o ano do estudo. O conhecimento sobre diabetes foi avaliado, através de um questionário, na entrada e após 30 dias (1 mês corrido para os controles e ao final do curso para o grupo de intervenção). No recrutamento e aos 4, 8 e 12 meses, foram avaliados a hemoglobina glicada (teste A1c), peso corporal, a pressão arterial e o perfil lipídico. Resultados: Foram incluídos 104 pacientes, com idade de 59 ± 9,5 anos (31-74), duração conhecida do DM de 10,5 ± 6,70 anos (3- 38), Índice de Massa Corporal (IMC) 29,1 ± 4,4kg/m², relação cintura/quadril (C/Q) de 0,94 ± 0,08 cm e A1C de 6,8 ±1,4 mg / dL. No grupo de intervenção, a A1c foi significativamente mais baixa do que no basal, aos 4 (P = 0,007), 8 (P = 0,009) e 12 meses de acompanhamento (P = 0,04). O grupo controle apresentou um aumento progressivo da A1c até o 8º mês, mantendo-se estável até o fim do estudo. Os valores de A1c, no grupo de intervenção, aos 8 e 12 meses correlacionaram-se significativamente com o número de acertos no teste aplicado aos 30 dias (r = 0,22; P = 0,022 aos 8 e r = 0,23; P = 0,023 aos 12 meses, respectivamente). Ao longo do estudo, em ambos os grupos houve melhora semelhante, significativa, no peso, nos níveis pressóricos, nos níveis de colesterol total e High Density Lipoprotein (HDLColesterol). Conclusão: Em pacientes ambulatoriais com DM tipo 2, participar de um programa estruturado de educação em diabetes, com aulas em grupo, associa-se significativamente com redução dos níveis de A1c a partir de 4 meses, efeito que se mantém significativo até os 12 meses. / Introduction: Education is part of the management of diabetes mellitus, along with diet, physical activity and medications. It is a continuous process in which knowledge is translated into actions for self-care. The impact of diabetes education on metabolic control has not been sufficiently studied. Objective: To evaluate the effect of a structured educational group intervention on the metabolic control of patients with Type 2 Diabetes Mellitus (T2DM). Methods: A randomized, controlled, clinical trial, lasting 12 months in a public University hospital outpatient clinic. The patients had T2DM (WHO), were not using insulin, and were literate. They were randomly subdivided into 2 groups: the control group (conventional treatment, with routine outpatient physician and nurse appointments) and the intervention group (conventional treatment plus the structured educational intervention). The intervention was a structured educational process, consisting of 4 consecutive, group (8-10 participants), weekly, theoretical-practical sessions, and each one lasting up to 120 minutes. These sessions were conducted by a diabetes educator nurse, specially trained, in the form of classes (nutrition, home blood glucose monitoring, exercise, foot care and other aspects of self-care). During the study, the patients in the intervention group spent a total 14 hours with the nurse educator. Knowledge about diabetes was evaluated on entry and at 30 days through a questionnaire (after 1 full month for the control group and after the completion of the course for the intervention group). At baseline and after 4, 8 and 12 months, glycated haemoglobin (A1c), body weight, blood pressure and lipid profile were measured. Results: 104 patients were included, ages 59 ± 9.5 years, known duration of T2DM 10.5 ± 6.7 years, BMI 29.1±4.4kg/m²,waist/hip ratio 0.94 ± 0.08 cm and A1C 6.8 ±1.4 mg / dL. In the intervention group, A1c was significantly lower than at baseline at 4 (P = 0.007), 8 (P = 0.009) and 12 months of follow-up (P = 0.04). The control group had a progressive rise of A1c until the 8th month, keeping stable until the completion of the study. The values of A1c at 8 and 12 months in the intervention group were significantly correlated with the number of correct answers in the test applied at 30 days (r = 0.22; P = 0.022 at 8, r = 0.23; P = 0.023 at 12 months, respectively). Along the study, both groups showed similar, significant, improvement in BMI, blood pressure, total cholesterol and HDL. Conclusion: In T2DM outpatients, participating in a structured diabetes education programme, with group classes, is significantly associated with a reduction in A1c, that is observable at 4 months and remains significant for up to 12 months.

The purpose of this study was to describe the perceived information needs of parents and the processes they used to obtain information to manage the care of their child or adolescent following a kidney transplant. The sample consisted of three mothers who were the primary caregivers of their adolescent who had undergone a kidney transplant within the last year. Descriptions of parents' perceived information deficits and the processes used to manage their adolescents' care were generated from the data using a grounded theory approach. Sharing the Challenge was identified as the emerging core category. Sharing the Challenge represented the processes by which mothers, transplant recipients, and the health care team supported their shared goal of optimizing the health status of the transplant recipient. The descriptions of Sharing the Challenge and the related supporting subcategories provide a framework for understanding the processes by which mothers and transplant recipients fulfill caregiving responsibilities following a kidney transplant.

Introdução: A educação faz parte do tratamento dos pacientes diabéticos juntamente com a dieta, os exercícios físicos e o uso de medicamentos. É um processo contínuo que, através da aprendizagem, traduz conhecimentos em ações para o autocuidado. O impacto da educação em diabetes sobre o controle metabólico foi relativamente pouco estudado. Objetivo: Avaliar o efeito de intervenção educativa estruturada de abordagem grupal sobre o controle metabólico em pacientes portadores de Diabetes Mellitus (DM) tipo 2. Métodos: Ensaio clínico randomizado, com duração de 1 ano, em um hospital universitário público. Foram incluídos pacientes ambulatórias com DM tipo 2, não usuários de insulina, alfabetizados. Os pacientes foram subdivididos, de forma randomizada, em 2 grandes grupos: grupo controle (tratamento convencional, com visitas ambulatoriais rotineiras ao médico assistente e à enfermeira) e grupo de intervenção (visitas rotineiras mais intervenção educacional). A intervenção foi um processo educacional estruturado, com 4 sessões semanais, consecutivas, teórico-práticas, em grupos (8- 10 pacientes cada), com 120 minutos de duração cada uma. Foram ministradas por uma enfermeira educadora especialmente treinada, em forma de aulas (nutrição, automonitoramento da glicosúria, exercício, cuidado com os pés e outros tópicos de autocuidado). O tempo de contato com o educador foi de 14 horas no grupo de intervenção durante o ano do estudo. O conhecimento sobre diabetes foi avaliado, através de um questionário, na entrada e após 30 dias (1 mês corrido para os controles e ao final do curso para o grupo de intervenção). No recrutamento e aos 4, 8 e 12 meses, foram avaliados a hemoglobina glicada (teste A1c), peso corporal, a pressão arterial e o perfil lipídico. Resultados: Foram incluídos 104 pacientes, com idade de 59 ± 9,5 anos (31-74), duração conhecida do DM de 10,5 ± 6,70 anos (3- 38), Índice de Massa Corporal (IMC) 29,1 ± 4,4kg/m², relação cintura/quadril (C/Q) de 0,94 ± 0,08 cm e A1C de 6,8 ±1,4 mg / dL. No grupo de intervenção, a A1c foi significativamente mais baixa do que no basal, aos 4 (P = 0,007), 8 (P = 0,009) e 12 meses de acompanhamento (P = 0,04). O grupo controle apresentou um aumento progressivo da A1c até o 8º mês, mantendo-se estável até o fim do estudo. Os valores de A1c, no grupo de intervenção, aos 8 e 12 meses correlacionaram-se significativamente com o número de acertos no teste aplicado aos 30 dias (r = 0,22; P = 0,022 aos 8 e r = 0,23; P = 0,023 aos 12 meses, respectivamente). Ao longo do estudo, em ambos os grupos houve melhora semelhante, significativa, no peso, nos níveis pressóricos, nos níveis de colesterol total e High Density Lipoprotein (HDLColesterol). Conclusão: Em pacientes ambulatoriais com DM tipo 2, participar de um programa estruturado de educação em diabetes, com aulas em grupo, associa-se significativamente com redução dos níveis de A1c a partir de 4 meses, efeito que se mantém significativo até os 12 meses. / Introduction: Education is part of the management of diabetes mellitus, along with diet, physical activity and medications. It is a continuous process in which knowledge is translated into actions for self-care. The impact of diabetes education on metabolic control has not been sufficiently studied. Objective: To evaluate the effect of a structured educational group intervention on the metabolic control of patients with Type 2 Diabetes Mellitus (T2DM). Methods: A randomized, controlled, clinical trial, lasting 12 months in a public University hospital outpatient clinic. The patients had T2DM (WHO), were not using insulin, and were literate. They were randomly subdivided into 2 groups: the control group (conventional treatment, with routine outpatient physician and nurse appointments) and the intervention group (conventional treatment plus the structured educational intervention). The intervention was a structured educational process, consisting of 4 consecutive, group (8-10 participants), weekly, theoretical-practical sessions, and each one lasting up to 120 minutes. These sessions were conducted by a diabetes educator nurse, specially trained, in the form of classes (nutrition, home blood glucose monitoring, exercise, foot care and other aspects of self-care). During the study, the patients in the intervention group spent a total 14 hours with the nurse educator. Knowledge about diabetes was evaluated on entry and at 30 days through a questionnaire (after 1 full month for the control group and after the completion of the course for the intervention group). At baseline and after 4, 8 and 12 months, glycated haemoglobin (A1c), body weight, blood pressure and lipid profile were measured. Results: 104 patients were included, ages 59 ± 9.5 years, known duration of T2DM 10.5 ± 6.7 years, BMI 29.1±4.4kg/m²,waist/hip ratio 0.94 ± 0.08 cm and A1C 6.8 ±1.4 mg / dL. In the intervention group, A1c was significantly lower than at baseline at 4 (P = 0.007), 8 (P = 0.009) and 12 months of follow-up (P = 0.04). The control group had a progressive rise of A1c until the 8th month, keeping stable until the completion of the study. The values of A1c at 8 and 12 months in the intervention group were significantly correlated with the number of correct answers in the test applied at 30 days (r = 0.22; P = 0.022 at 8, r = 0.23; P = 0.023 at 12 months, respectively). Along the study, both groups showed similar, significant, improvement in BMI, blood pressure, total cholesterol and HDL. Conclusion: In T2DM outpatients, participating in a structured diabetes education programme, with group classes, is significantly associated with a reduction in A1c, that is observable at 4 months and remains significant for up to 12 months.

Abstract The purpose of this three phase study was to investigate the effects of web-based patient education and social support provided by healthcare personnel on the adherence of glaucoma patients. The aim was to produce information for developing new, patient-centred education and social support methods to glaucoma patients. The aim of the first phase was to to describe the adherence of glaucoma patients and related factors. The data was collected with the ACDI measurement from adult glaucoma patients (n = 249) and was analysed by using basic and multiple variable methods. The aim of the second phase was to describe the views of adherent glaucoma patients on patient education and social support (n = 12). The data was collected by interviewing and the data was analysed with content analysis. The aim of the third phase was to study the effects of enhanced web-based patient-centred education and social support on the adherence of glaucoma patients. The test group (n = 34) received web-based patient education and social support intervention via e-mail. The control group (n = 51) received the traditional patient education and social support during the appointment. The effects of the patient education and social support were studied with self-reported ACDI instrument which was sent to both groups at baseline and follow ups (two and six months). The data was analyzed with basic statistical methods. Glaucoma patients were well-adherent to medical care (97%, n = 242) and to care (67%, n = 166). Patient education and social support from physicians and nurses (p < 0.001) and consequences of treatments (p = 0.003) were connected to care. Well-adherent patients described receiving patient education and social support from healthcare personnel and relatives. The focus of the patient education was the content, timing and methods of education. Social support emerged as emotional, informational and instrumental support or lack of support. Participants in both the test and the control groups showed improvement in their adherence. No statistically significant differences were found between the test and control group (p > 0.05). These results are useful in developing patient education and social support methods for glaucoma patients and other patients with chronic illness as well as in educating nurses and developing new patient-centred education and support methods. / Tiivistelmä Tämän kolmivaiheisen tutkimuksen tarkoituksena oli selvittää terveydenhuoltohenkilöstön tarjoaman internet-perusteisen ohjauksen ja sosiaalisen tuen vaikutusta glaukoomapotilaan hoitoon sitoutumisessa. Tavoitteena on tuottaa tietoa, jota voidaan hyödyntää kehitettäessä uusia, potilaslähtöisiä ohjaus- ja tukimenetelmiä glaukoomapotilaille. Ensimmäisessä vaiheessa selvitettiin, minkälaista on glaukoomapotilaan hoitoon sitoutuminen ja mitkä tekijät edistävät sitä. Aineisto kerättiin komplianssimittarilla (ACDI) glaukoomapotilailta (n = 249) ja analysoitiin tilastollisilla perus- ja monimuuttujamenetelmillä. Toisessa vaiheessa kuvailtiin hyvin hoitoonsa sitoutuneiden glaukoomapotilaiden käsityksiä saamastaan ohjauksesta ja tuesta (n = 12). Aineisto kerättiin haastattelemalla ja analysoitiin induktiivisella sisällönanalyysillä. Kolmannessa vaiheessa tutkittiin tehostetun internet-perusteisen ja normaalin käytännön mukaisen potilasohjauksen ja sosiaalisen tuen vaikuttavuutta glaukoomapotilaiden hoitoon sitoutumisessa. Koeryhmä (n = 34) sai tehostetun ohjauksen ja sosiaalisen tuen sähköpostin välityksellä. Kontrolliryhmä (n = 51) sai normaalin käytännön mukaisen ohjauksen ja sosiaalisen tuen vastaanottokäyntien yhteydessä. Ohjauksen vaikuttavuutta tutkittiin komplianssimittarilla (ACDI), joka lähetettiin molemmille ryhmille tutkimuksen alussa sekä kahden ja kuuden kuukauden kuluttua. Aineisto analysoitiin tilastollisin perusmenetelmin. Glaukoomapotilaat olivat hyvin sitoutuneita lääkehoitoonsa (97 %, n = 242) sekä kohtalaisen hyvin hoitoonsa kokonaisuudessaan (67 %, n = 166). Hoitajien ja lääkäreiden tarjoama ohjaus ja sosiaalinen tuki (p < 0.001) sekä hoidon seuraukset (p = 0.003) edistivät hoitoon sitoutumista. Hyvin hoitoonsa sitoutuneet kuvasivat saaneensa ohjausta ja tukea terveydenhuoltohenkilöstöltä ja läheisiltään. Keskeistä ohjauksessa olivat oikea sisältö, ajoitus ja ohjausmenetelmät. Sosiaalinen tuki ilmeni emotionaalisena, tiedollisena ja konkreettisena tukena tai tuen puutteena. Potilaiden hoitoon sitoutuminen edistyi tehostetun ohjaus- ja tuki-intervention aikana sekä koe- että kontrolliryhmässä. Tilastollisesti merkitsevää eroa ei ollut (p > 0.05). Tuloksia voidaan hyödyntää suomalaisten glaukoomapotilaiden ja muiden pitkäaikaissairaiden hoitotyössä, hoitotyön opetuksessa sekä kehitettäessä uusia potilaslähtöisiä ohjaus- ja tukimenetelmiä.

Abstract The study had two phases. The aim of the first phase was to describe and explain the quality of counselling as assessed by patients and nursing staff. The aim of the second phase was to define the concept of counselling and to test its structure. The data of the first phase of the study was gathered by postal survey from patients (n = 844) and nursing staff (n = 916) in Oulu university hospital. In the analysis, basic and multiple variable methods and content analysis was used. The results yielded a theme for further study for the second phase of the study. During the second phase, the concept of counselling was defined by concept analysis. The structure of the concept of counselling was tested with the aid of confirmatory factor analysis using data of the first phase (n = 844) of the study as data. The results of the first and second phase of the study were combined into a hypothetical counselling quality model. The resources available for counselling were relatively good but the time was insufficient. Nursing staff's counselling knowledge and skills were relatively good. Patients regarded the attitudes of the nursing staff as partly negative. Of the different counselling methods, individual oral counselling was the only on which the staff had good command. One in three patients received no written counselling material. In addition, one in five patients considered that counselling was not patient-centred. Interactivity was well implemented. However, before coming to the hospital, patients did not receive sufficient counselling on matters related to their illness and its treatment. During their stay at hospital, counselling on social support was insufficient. Counselling had little or no impact on one in three patients. Counselling had the least effect on the receipt of information by relatives. As a whole, patients did however consider counselling as being good. Counselling was defined as an action linked to the context, i.e. the background, of the patient and the nursing staff that was based on interaction, active and goal-oriented. According to the hypothetical model developed, the quality of counselling meant that counselling is based on the professional responsibility of the nursing staff, action linked to the context, i.e. the background, of the patient and the nursing staff that is based on interaction, active and goal-oriented, implemented with appropriate resources, sufficient and has an impact. The results of the study can be used in counselling theory formulation, improvement of counselling quality and in basic and continuing nursing education. / Tiivistelmä Tutkimus oli kaksivaiheinen. Ensimmäisen vaiheen tarkoituksena oli kuvailla ja selittää ohjauksen laatua potilaiden ja hoitohenkilöstön arvioimana. Tutkimuksen toisen vaiheen tarkoituksena oli määritellä ohjaus-käsite ja testata käsitteen rakenne. Tutkimuksen ensimmäisen vaiheen aineisto kerättiin tätä tutkimusta varten kehitetyillä mittareilla postikyselynä Oulun yliopistollisen sairaalan potilailta (n = 844) ja hoitohenkilöstöltä (n = 916). Aineiston analyysissä käytettiin perus- ja monimuuttujamenetelmiä sekä sisällönanalyysiä. Tulokset tuottivat jatkotutkimusaiheen tutkimuksen toiseen vaiheeseen. Tutkimuksen toisessa vaiheessa ohjaus-käsite määriteltiin käsiteanalyysillä, jonka aineisto kerättiin harkinnanvaraisesti Medline-, Cinahl- ja Medic-tietokannoista (n = 32) ja käsihakuina yleisteoksista (n = 6). Aineisto analysoitiin induktiivisella sisällönanalyysillä. Analyysin tuloksena määriteltiin ohjaus-käsite. Teoreettisen käsitteenmuodostuksen jälkeen ohjaus-käsitteen rakenne testattiin konfirmatorisella faktorianalyysillä. Aineistona käytettiin tutkimuksen ensimmäisen vaiheen aineistoa (n=844). Tutkimuksen ensimmäisen ja toisen vaiheen tulokset yhdistettiin ohjauksen laadun hypoteettiseksi malliksi. Ohjauksen resurssit olivat kohtalaiset, mutta ohjausaika oli riittämätöntä. Hoitohenkilöstön tiedot ja taidot ohjata olivat kohtalaisen hyvät. Potilaiden mielestä hoitohenkilöstön asenteet olivat osittain kielteisiä, vaikka hoitohenkilöstö piti niitä myönteisinä. Ohjausmenetelmistä hoitohenkilöstö hallitsi hyvin vain suullisen yksilöohjauksen. Kolmannes potilaista ei saanut kirjallista ohjausmateriaalia lainkaan. Lisäksi viidennes potilaista arvioi, ettei ohjaustoiminta ollut potilaslähtöistä. Ohjauksen suunnittelussa ja arvioinnissa ei aina otettu potilaan taustatekijöitä huomioon. Vuorovaikutus toteutui hyvin. Ohjaus oli kuitenkin osittain riittämätöntä varsinkin ennen sairaalaan tuloa sairauteen ja sen hoitoon liittyvien asioiden osalta sekä sairaala-aikana sosiaalisen tuen osalta. Potilaslähtöinen ohjaustoiminta, ohjauksen riittävyys ja kokonaislaatu selittivät ohjauksen vaikutuksia. Ohjauksella oli vähän tai ei lainkaan vaikutusta kolmannekseen potilaista. Vähiten ohjaus vaikutti omaisten tiedonsaantiin. Kokonaisuudessaan potilaat pitivät ohjauksen laatua hyvänä. Ohjaus määriteltiin potilaan ja hoitohenkilöstön kontekstiin eli taustatekijöihin sidoksissa olevaksi, vuorovaikutussuhteessa rakentuvaksi, aktiiviseksi ja tavoitteelliseksi toiminnaksi. Ohjauksen lähtökohtana on potilaan ja hoitohenkilöstön konteksti, jonka kohtaaminen edellyttää vuorovaikutukselta kaksisuuntaisuutta. Vuorovaikutus on keino, jolla ohjaussuhdetta rakennetaan. Onnistunut vuorovaikutteinen ohjaussuhde mahdollistaa potilaan ja hoitohenkilöstön välisen aktiivisen ja tavoitteellisen toiminnan. Kehitetyn hypoteettisen mallin mukaan ohjauksen laadulla tarkoitettiin sitä, että ohjaus on hoitohenkilöstön ammatilliseen vastuuseen perustuvaa, potilaan ja hoitohenkilöstön kontekstiin eli taustatekijöihin sidoksissa olevaa, vuorovaikutussuhteessa rakentuvaa, aktiivista ja tavoitteellista toimintaa, joka on asianmukaisin resurssein toteutettua, riittävää ja vaikuttavaa. Tutkimustuloksia voidaan hyödyntää ohjauksen teorianmuodostuksessa, ohjauksen laadun kehittämisessä sekä hoitotyön perus- ja täydennyskoulutuksessa.

M.Cur. (Intensive General Nursing) / It appears that the emotions of patients in.the process of undergoing coronary artery bypass graft surgery have an influence on the rate of mortality. Patients that must undergo this surgery often find themselves in a short term dependent position. The purpose of this study is to determine if the life-style functioning of the patients can be improved by means of a pre-operative rehabilitative educational programme introduced by the professional nurse. A conceptual framework of reference was compiled after completion of the literature review. This served as the preliminary structure of the pre-operative educational programme. The programme consists of three three components, viz. an education booklet, an educational evaluating model and the educationist. A quasi-experimental study was performed on 4 groups (2 experimental groups and 2 control groups) to determine the effect of the structured pre-operative educational programme on the following three factors: - satisfaction with self, others and life; -avoidance of hope threats and -anticipation of a future. From these factors three null hypotheses were formed. An analysis of the data indicated a significant difference between the groups that followed the programme and the groups that did not follow the programme. The null hypotheses were thereafter rejected. The primary recommendation of the study is that all patients in the process of undergoing coronary artery bypass graft surgery should follow a pre-operative educational programme. This programme has a positive influence on the life-style functioning of the patient and will thus promote the process of rehabilitation.