Waterman Heather, Brunton Lisa, Fenerty Cecilia, Mottershead Jane, Richardson Cliff, Spencer Fiona
School of Nursing, Midwifery and Social Work, University of Manchester, Manchester, UK;
Patient Prefer Adherence. 2013;7:55-63. doi: 10.2147/PPA.S37535. Epub 2013 Jan 18.
In this study the authors sought both to understand the health education needs of patients with glaucoma, with particular regard to adherence to glaucoma treatment, and to examine these patients' views of group education.
Using a health promotion approach to health education, 27 qualitative interviews with new and established patients receiving glaucoma treatment were conducted. Health promotion is defined as a way of strengthening people's capacities to control and optimize their own health. The interviews were transcribed and were then analyzed thematically
NINE CATEGORIES OF HEALTH EDUCATION NEEDS WERE IDENTIFIED FROM THE TRANSCRIPTS: (1) to understand glaucoma; (2) to understand their diagnosis or understand the difficulties in giving a diagnosis; (3) to understand the implications of eye drops, their side effects, and how to renew the eye drops; (4) to feel confident to put in eye drops; (5) to put the condition into perspective - to know how to manage their risk; (6) to be able to ask questions of clinicians; (7) to be able to navigate the health care system; (8) to understand and be able to manage own adherence behavior; and (9) to know where to access other sources of information. The majority of patients had something positive to say about group education, and about half of the patients said they would attend group education if they were offered the opportunity.
A health promotion approach identified a wide range of patient-centered health education needs regarding adherence to glaucoma treatment. Group education will be attractive to some patients. Clinicians could use the health education needs identified in this study to guide the development of either individual or group-based educational intervention to improve adherence to glaucoma treatment. However, clinicians need to be aware that when developing a group intervention, attention will need to be given to making the education relevant to the circumstances of each patient.
在本研究中，作者旨在了解青光眼患者的健康教育需求，特别是关于青光眼治疗的依从性，并考察这些患者对团体教育的看法。
采用健康促进方法进行健康教育，对27名正在接受青光眼治疗的新老患者进行了定性访谈。健康促进被定义为一种增强人们控制和优化自身健康能力的方式。访谈内容被转录，然后进行主题分析。
从转录内容中确定了九类健康教育需求：（1）了解青光眼；（2）了解自己的诊断或了解诊断的困难；（3）了解眼药水的作用、副作用以及如何续用眼药水；（4）有信心滴眼药水；（5）正确看待病情——知道如何管理自身风险；（6）能够向临床医生提问；（7）能够在医疗保健系统中顺利就医；（8）理解并能够管理自己的依从行为；（9）知道从何处获取其他信息来源。大多数患者对团体教育给予了积极评价，约一半的患者表示如果有机会，他们会参加团体教育。
健康促进方法确定了一系列以患者为中心的关于青光眼治疗依从性的健康教育需求。团体教育对一些患者具有吸引力。临床医生可以利用本研究中确定的健康教育需求来指导制定个体化或团体教育干预措施，以提高青光眼治疗的依从性。然而，临床医生需要意识到，在开展团体干预时，需要注意使教育内容与每位患者的情况相关。
