Research has shown that many patients find it difficult to understand and retain information that is conveyed verbally by medical professionals. One solution to this problem is to give patients this information in a written form so that it can be reviewed when needed to maximize retention and understanding. When implementing this solution, care should be taken that the patient education materials (PEMs) are written in a way that is easily understood by the patient. PEMs should also be of good quality, meaning that they are comprehensive, without bias, evidence based, relevant, and balanced. Well written PEMs are especially important within the field of audiology as many patients find it particularly difficult to understand audiological and vestibular information. PEMs related to many different diagnoses and treatment within the field of audiology have been evaluated to ensure that they are appropriate for patients, but this evaluation has not yet been done for PEMs pertaining to benign paroxysmal positional vertigo (BPPV). BPPV is a common cause of dizziness where episodes are triggered by head movements such as tipping the head back. For this study, 11 PEMs pertaining to BPPV were gathered from professional organizations online and 3 were gathered from audiology clinics local to East Tennessee. Reading grade level was determined using the Fry Method and the Simple Measure of Gobbledygook (SMOG). Quality was determined using the DISCERN. The results of this study indicate that the current PEMs related to BPPV are not written at an appropriate reading level for patients as determined by the Agency for Healthcare Research and Quality (AHRQ). The conclusion of this study is that while some of the PEMs analyzed were found to be of good quality, many can and should be improved. Organizations such as the CDC and AHRQ have created materials to guide medical professionals through the process of improving their PEMs.

Limited health literacy is a national problem. Nurses are in a position to address patients' limited health literacy skills using a universal precautions approach through the teach-back process. The purpose of this project was to plan a program to educate nurses on best practices in patient education. The theoretical framework informing this work was Bandura's social cognitive theory, which asserts that increases in knowledge and self-efficacy are precursors to affecting behavior change. The logic model was used to guide the project planning processes. Evidentiary sources included literature obtained online and through database searches, input from a team of experts and institutional stakeholders, and surveys from project participants. Ongoing evaluation analyses of team members' feedback allowed for real-time changes to program content and meeting logistics. Team members' agreement about the meaningfulness of the project's goal, activities, and leader effectiveness revealed a mean score of 4.64 out of 5. Team members indicated that teach-back could improve patients' self-management ability and understanding of disease processes. The project outcome was a nurse education toolkit containing easy access to comprehensive learning resources tailored for use at a critical-access hospital. Nurses can positively impact social change by honing skills in the teach-back process as a way to evaluate patients' understanding of self-management and understanding of disease processes. The patients' understanding of educational materials pertinent to their disease process, self-care, and discharge is vital to their well-being and safety in the post hospital environment.

No / Many service commissioners are demanding a reduction in pressure ulcer prevalence and regard pressure ulceration as a key indicator of care quality. Within our area of practice, local commissioners have indicated that all health care providers in the district should work together to reduce pressure ulceration across the local health care economy. Health care professionals clearly have a critical role to play in patient assessment, risk categorisation, care planning and equipment provision. However, this alone will not be sufficient to achieve the reduction targets which will involve effective patient engagement. National and International guidelines all recognise the importance of patient education in care and recognise the significance of patient involvement in personalised care planning and service provision. Hartigan et al have demonstrated the value of education leaflets in supporting pressure ulcer prevention in an elderly population. Patient support applications running on mobile phones and tablets are also available to assist in pressure ulcer prevention and patient education but are not widely used in a hospital setting. This study examines how effective standard verbal and written information is at delivering patient education for pressure ulcer prevention. Local hospital policy is that all patients identied as being at risk of developing pressure ulceration are provided with information on what a pressure ulcer is, what constitutes risk and how to assist staff in pressure ulcer prevention. The policy includes patient and carer involvement in care planning, and encouragement to report skin changes and pain to staff.

by Tung Mui Yin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 109-125). / Questionnaire also in Chinese. / Acknowledgements --- p.i / Abstract --- p.ii-iii / Chapter Chapter 1. --- Introduction --- p.1 / Chapter Chapter 2. --- Literature Review / Trends in breastfeeding --- p.4 / Benefits of breastfeeding --- p.5 / Factors associated with the decision to breastfeed --- p.12 / Timing of decision to breastfeed --- p.20 / Factors influencing the maintenance of breastfeeding --- p.21 / Studies on evaluation of the effect of breastfeeding education program --- p.36 / Chapter Chapter 3. --- Methodology / Hypotheses --- p.43 / Operational definitions --- p.44 / Research design --- p.45 / Ethical approval --- p.45 / Sample --- p.45 / Randomization of the subjects --- p.47 / Data collection --- p.48 / Instruments --- p.49 / Intervention --- p.53 / Method of data analysis --- p.57 / Chapter Chapter 4. --- Results / Sample characteristics --- p.59 / Effect of intervention on the attitude towards and knowledge of breastfeeding --- p.63 / "Effect of intervention on the rate of intention, initiation and maintenance of breastfeeding" --- p.68 / Factors influencing the intention to breastfeed --- p.71 / Factors influencing the initiation and maintenance of breastfeeding --- p.75 / Hospital policy on breastfeeding and the reasons for early cessation of breastfeeding --- p.80 / Chapter Chapter 5. --- Discussion and Conclusions / Introduction --- p.84 / Limitations of the study --- p.84 / Effect of the antenatal breastfeeding education program on attitude towards and knowledge of breastfeeding --- p.90 / Effect of the antenatal breastfeeding education program on the intention and initiation of breastfeeding --- p.91 / Factors contributing to the success of the antenatal breastfeeding education program --- p.92 / Factors influencing the intention of breastfeeding --- p.94 / Effect of the antenatal breastfeeding education program on the maintenance of breastfeeding --- p.96 / Conclusion and implications for future breastfeeding promotion programs --- p.104 / References --- p.109 / Appendices / Chapter 1. --- Letter of ethical approval / Chapter 2. --- Letter of request for approval / Chapter 3. --- Consent form / Chapter 4. --- Questionnaire / Chapter 5. --- Teaching plan for the antenatal breastfeeding education program / Chapter 6. --- Summary of mean attitude scores for individual items / Chapter 7. --- Performance of women in knowledge towards breastfeeding scale

The problem of the study was to determine the status of patient education courses offered by undergraduate and graduate health education programs in the United States, and what was being taught in these courses.Two original data collection instruments were created. The first was a demographic tool used to collect data from colleges and universities (n = 120) during May/June 2004, and the second was a 59-item checklist used to conduct the content analysis of patient education course syllabi. It was found that only 9.2% of institutions that responded offered patient education courses, none of the syllabi included all 59 checklist items, there does not appear to be a statistically significant relationship between program accreditation/approval and the offering of a patient education course, and there does not appear to be a statistically significant relationship between programs that prepare students for the CHES examination and the offering of a patient education course. / Department of Physiology and Health Science

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 109-115).

Thesis equivalent (M.P.H.)--University of Michigan, 1947.

Thesis (M.S.)--University of Michigan, 1971.

Thesis (M.S.)--University of Michigan, 1983.

Thesis (M.S.)--University of Michigan, 1997. / Includes bibliographical references.