Perceptions of potential barriers to soft contact lens wear among university students in Jordan.

CLINICAL RELEVANCE

Identifying potential barriers to contact lens wear could increase awareness about contact lenses and their benefits and boost the confidence of optometrists offering contact lenses to their patients.

BACKGROUND

Contact lenses provide better visual performance according to many studies. Nevertheless, resistance to wearing them remains an issue. This study will identify barriers to contact lens wear among university students in Jordan.

METHODS

This study enrolled university students who wore spectacles for their refractive error correction and have had no history of contact lens wear. A questionnaire of potential barriers was constructed whereby participants were required to respond to a set of questions that asked how each suggested item was considered a barrier for contact lens wear; responses were recorded within a 5-points scale (1: strongly disagree to 5: strongly agree).

RESULTS

A total of 260 participants (175 females and 85 males) were enrolled in the study. All participants showed normal findings for contact lens wear candidacy. The mean score of total barriers to contact lens wear was high, at 33.8 (±5.4 SD) (out of 55 the maximum possible score). The major identified barriers were: decision of eye care practitioners that contact lenses are unsuitable for them (64.6% of the study sample); decision of the participants that contact lens were unsuitable for their work environment (63.5%); and reported symptoms of ocular dryness (61.6%) that made participants reluctant to try contact lenses.

CONCLUSION

This work identified several patient-related barriers to contact lens wear. Probing these barriers may encourage eye care providers and contact lens manufacturers to promote contact lenses as a viable option for the correction of refractive error. This in turn will increase awareness among patients about contact lenses and encourage them to try contact lenses as alternative to spectacles.