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Digital Therapeutics
Published in Gia Merlo, Kathy Berra, Lifestyle Nursing, 2023
Patricia M. Davidson, Caleb Ferguson, Michelle Patch
Lastly, smartphone apps, virtual and augmented reality, and gamification are becoming increasingly popular modalities to support patient education and self-management for patients with cardiovascular disease. New technologies warrant new strategies for patient education (Lombardo et al., 2021). Gamification is a broad term used to describe the use of gaming in non-game contexts, such as in healthcare (Ferguson et al., 2015). Immersive learning experiences can be created through gamification, AV, and VR. These strategies may be helpful to drive positive behavior change (Lombardo et al., 2021). While robust evidence to support these interventions is somewhat lacking, these methods are widely available, increasingly popular, and highly acceptable to patients. The lack of high-quality evidence may be partly due to the speed of innovation outpacing the often slow speed of evidence generation through properly conducted randomized controlled trials with quality outcome measures.
A New Perspective Into Affordable, Quality Healthcare: The Case of Pronto Care
Published in Frederick J. DeMicco, Ali A. Poorani, Medical Travel Brand Management, 2023
Adel Eldin, Frederick J. DeMicco
The proper use of healthcare Information Technology to facilitate, co-ordinate the patient care cannot be over stressed. Technology can help reduce healthcare disparity, promote patient education, engagement, improve patient safety, reducing errors and help implement the practice of evidence-based medicine.
Introduction to Drugs and Pregnancy
Published in “Bert” Bertis Britt Little, Drugs and Pregnancy, 2022
There is a narrow window of opportunity to intervene in medication use during pregnancy because pregnant women do not present for prenatal care until embryogenesis is complete (i.e., after 58 days post-conception). Intervention is further complicated because many women are not aware of the potential adverse effects of drugs and chemicals on pregnancy. For example, more than 60 percent of gravidas had never heard of fetal alcohol syndrome and were not aware of the adverse effects of alcohol on pregnancy in several surveys. The best intervention is patient education prior to conception; however, little to no funding is available for patient education. Social and cultural barriers must be effectively addressed for the patient education process to be successful.
General practitioners should provide the cardiorespiratory rehabilitation’ ‘minimum advice’ for long COVID-19 patients
Published in Libyan Journal of Medicine, 2022
Wafa Benzarti, Emna Toulgui, Christian Prefaut, Karim Chamari, Helmi Ben Saad
In practice, the authors ‘recommend’ that the GPs divide their long COVID-19 patients into small groups (n = 3–5 patients by group, for example), and to plan two meetings (ie; pre/post the CRR program) (Figure 1). During the pre-CRR meeting, that can be scheduled few days before the CRR, the GPs should: i) explain the ‘minimal CRR program’, such as its content and items, ii) focus on patient education regarding general topics (eg; comorbidities, smoking cessation when applicable); iii) provide a psychological/emotional support and nutritional counseling, iv) ‘View’, if possible, videos/illustrations explaining the exercise-training modalities [21], v) evaluate the patients’ dyspnea using the modified medical research council or the visual analogue scales [22,23] (Figure 2), and vi) answer patient’s inquiries. The post-CRR meeting can be scheduled some days after the end of the CRR program, in order to check its results in terms of dyspnea, to get the patients’ feedback, and to encourage patients keeping the exercise-training program as long as possible (Figure 2).
Evaluation of a telemedicine pilot program for the provision of HIV pre-exposure prophylaxis in the Southeastern United States
Published in AIDS Care, 2022
Marty S. Player, Nicole A. Cooper, Suzanne Perkins, Vanessa A. Diaz
This feasibility study enrolled 20 eligible patients into a 6-month PrEP telehealth program from September 2018 through June 2019. The program was developed by the Medical University of South Carolina (MUSC) investigators with expertise in primary care and HIV prevention in collaboration with Palmetto Community Care (PCC), a local HIV and AIDS services organization established in 1991, offering free screenings for HIV and sexually transmitted infections (STIs) in the surrounding community. PCC referred all HIV-negative clients interested in and eligible for PrEP to the program. The study was exempt as a quality improvement by the MUSC Institutional Review Board. The program included 3 video visits over a 6-month period, 4 asynchronous electronic visits (e-visits), which were conducted between the scheduled video visits and a pre- and post-study survey. A protocol for PrEP video visits was developed, and templates were built within the electronic health record (Epic) to streamline provider documentation and treatment plans. An algorithm for the e-visit was developed to include questions that assess medication adherence and barriers to PrEP adherence (Appendix A). PrEP therapy was prescribed following current US guidelines, which recommend daily dosing (CDC, 2014). Patient education materials were adapted to help promote the use of the program.
Communicating with patients through pictograms and pictures – a scoping review
Published in Journal of Dermatological Treatment, 2022
Farnam Barati Sedeh, Mattias Arvid Simon Henning, Ole Steen Mortensen, Gregor Borut Ernst Jemec, Kristina Sophie Ibler
Patient education serves to improve a host of factors that influence the morbidity of patients. Patient education provides knowledge about the diseases, changes coping behavior, improves self-esteem and thereby positively influencing self-management and adherence. Patient education resources may consist of written material, courses, and rarely of a fully integrated package that spans time and educational methods followed by certification and quality assurance. Often, patients are simply provided with written material as this is expeditious, often sufficient, and easily documented. Sometimes, these materials may be an academic exercise, steeped in the HCW’s education and far from the patient’s reality. While more than two-thirds of physicians provide written patient education materials (13), the written information is often sub-optimal. Limitations include simple aspects such as small print and lengthy texts. Illustrations are commonly used to overcome similar problems in general communication and may be useful for health-related communication.