Lang J-P, Jurado N, Herdt C, Sauvanaud F, Lalanne Tongio L
Pôle de psychiatrie, santé mentale et d'addictologie, hôpitaux universitaires de Strasbourg, 67000 Strasbourg, France; Université de Strasbourg, 67000 Strasbourg, France; Les Toises-centre de psychiatrie et psychothérapie, 1005 Lausanne, Suisse.
Université de Strasbourg, 67000 Strasbourg, France.
Rev Epidemiol Sante Publique. 2019 Feb;67(1):59-64. doi: 10.1016/j.respe.2018.10.004. Epub 2018 Nov 17.
Psychoeducation and therapeutic patient education can be effectively included in treatments for patients with psychiatric disorders. These two effective educational therapies have the common purpose of improving disorder-related morbidity, compliance with treatment and patients' quality of life. While they have different methods of application, both teach patients to play an active role in their own care. However, it is still critical to combine them for care of patients with psychiatric and addiction disorders in a manner that allows for specificity. To do this, the differences between psychoeducation and therapeutic patient education must be considered, and their potential for the management of patients with psychiatric and addiction disorders must be determined.
In our article, we review the literature concerning therapeutic education programs for patients and discuss the literature based on the experiences of psychiatrists trained in these therapies.
Despite rather nonrestrictive guidelines, and after reviewing numerous studies, we found that psychoeducation seems to be rarely used in psychiatry. The use of therapeutic patient education programs for psychiatric patients has doubled in four years but still accounts for less than 4% of validated programs in France. Only 154 programs were developed in 1175 public psychiatric facilities in 2016. Therapeutic patient education has a legal framework and recommendations, which make it suitable for inclusion in care and in the training of care providers. The rigor in the development of therapeutic patient education programs and the requirement for training and financial support reinforce the need for their establishment in healthcare institutions. As such, they could help to modify professional practices and the culture of care in mental health fields.
There is a place for therapeutic patient education in psychiatry as it provides a real benefit for patients. It could modify care practices and costs, and is suitable for patients with psychiatric or addiction disorders by helping them play an active role in their care, thereby improving treatment outcomes and quality of life.
心理教育和治疗性患者教育可有效地纳入精神疾病患者的治疗中。这两种有效的教育疗法具有共同目的，即改善与疾病相关的发病率、治疗依从性和患者的生活质量。虽然它们有不同的应用方法，但都教导患者在自身护理中发挥积极作用。然而，以一种具有针对性的方式将它们结合用于精神疾病和成瘾性疾病患者的护理仍然至关重要。为此，必须考虑心理教育和治疗性患者教育之间的差异，并确定它们在精神疾病和成瘾性疾病患者管理中的潜力。
在我们的文章中，我们回顾了有关患者治疗性教育项目的文献，并根据接受过这些疗法培训的精神科医生的经验对文献进行了讨论。
尽管指导方针相当宽松，并且在回顾了大量研究之后，我们发现心理教育在精神病学中似乎很少使用。针对精神病患者的治疗性患者教育项目的使用在四年内翻了一番，但在法国仍占有效项目的不到4%。2016年，在1175家公立精神科设施中仅开展了154个项目。治疗性患者教育有一个法律框架和建议，这使其适合纳入护理以及护理提供者的培训中。治疗性患者教育项目开发的严谨性以及对培训和资金支持的要求强化了在医疗机构中建立这些项目的必要性。因此，它们有助于改变心理健康领域的专业实践和护理文化。
治疗性患者教育在精神病学中有一席之地，因为它能为患者带来切实益处。它可以改变护理实践和成本，并且通过帮助患有精神疾病或成瘾性疾病的患者在其护理中发挥积极作用，从而改善治疗效果和生活质量，适用于这些患者。
