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Relevant bibliographies by topics / Patient education – Swaziland – Methods

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Academic literature on the topic 'Patient education – Swaziland – Methods'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Patient education – Swaziland – Methods"

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Saberian, Mehran, Kamran Mehrabani, and Hadi Raeisi Shahraki. "Clustering time trends of breast cancer incidence in Africa: a 27-year longitudinal study in 53 countries." African Health Sciences 21, no. 1 (April 16, 2021): 47–53. http://dx.doi.org/10.4314/ahs.v21i1.8.

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Background: Breast cancer is the most common, frequently diagnosed cancer with the highest incidence among female worldwide. Although the incidence is decreasing in developed countries, it is on increase in most of the African countries. Objective: This study aimed to identify different time trends of breast cancer incidence among African countries using latent mixture approach. Methods: The information includes newly diagnosed breast cancer patients per 100,000 women for 53 African countries in a period of 1990-2016. Latent mixture modeling was performed in Mplus 7.4 software. Results: The overall trend of breast cancer in Africa was increasing. Latent mixture model with 5 clusters was estimated as the best using fit indices and linear growth trajectories were specified for each cluster. Nigeria was the only country which belongs to a cluster with negative slope indicating a slow decrease in the breast cancer incidence; also, Seychelles was the only country that showed a sharp increase over time. 31 countries belonged to a cluster with a slope of 0.08, indicating that the incidence of breast cancer is almost constant over time. Cluster 3 including Algeria, Angola, Botswana, Central African Republic, Cote d’lvoire, Equatorial Guinea, Lesotho, Libya, Namibia, Somalia, Sudan, Swaziland, Uganda and Zimbabwe and cluster 2 including Gabon, Mauritius, Morocco, South Africa, Tunisia and Congo showed a slow and moderate increase in the incidence of breast cancer, respectively. Conclusion: Providing health education programs is essential in African countries with rising trend of breast cancer during the last decades. Keywords: Africa; breast cancer; incidence; latent mixture model; trend.

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Masuku, Micah Bheki, Raufu M. O., and Tijani A. A. "The Use of ICT for Tertiary Education in Agriculture and Research in Swaziland: The Case of University of Swaziland (UNISWA) Students." Journal of Agricultural Studies 4, no. 1 (September 19, 2015): 1. http://dx.doi.org/10.5296/jas.v4i1.8142.

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The primary goal of universities is to teach, provide community service, and conduct research. Empirical evidence has shown that innovative research can best be conducted with the aid of ICT. This study therefore, examines factors affecting the use of ICT for tertiary education and research for development among UNISWA students in the Faculty of Agriculture. Stratified random sampling technique was employed to select 113 UNISWA undergraduate and postgraduate students from whom data were obtained using structured questionnaires. Descriptive statistics and Tobit regression model were used to analyse the data.The results revealed that the radio and television, audio-graphic, email, computer file transfer and multimedia products were the main ICT facilities available. Accessing research and relevant materials online and the use of ICT in improving efficiency of communication among students and lecturers were ranked high by the respondents. Weak wireless services and unemployment were the greatest challenges to the use of ICT facilities by students. Estimated Tobit regression results revealed that availability, accessibility and necessity for ICT facilities significantly influenced their use for learning and research among the undergraduate students while family size, availability, necessity and proficiency were the main factors affecting the use of ICT facilities among the postgraduate students.In order to encourage the use of ICT among UNISWA students, the study is therefore recommending that (i) The university authorities should make ICT facilities available and accessible to all categories of students, (ii) Departments should incorporate the use of ICT facilities into their curriculum, and (iii) lecturers should give ICT based assignments and use ICT-based teaching methods.

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Olsen, Keith M., and James E. DuBe. "Evaluation of two methods of patient education." American Journal of Health-System Pharmacy 42, no. 3 (March 1, 1985): 622–24. http://dx.doi.org/10.1093/ajhp/42.3.622.

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Finset, Arnstein. "Qualitative methods in communication and patient education research." Patient Education and Counseling 73, no. 1 (October 2008): 1–2. http://dx.doi.org/10.1016/j.pec.2008.08.004.

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Mak, Joelle, Susannah H. Mayhew, Ariane von Maercker, Integra Research Team, and Manuela Colombini. "Men’s use of sexual health and HIV services in Swaziland: a mixed methods study." Sexual Health 13, no. 3 (2016): 265. http://dx.doi.org/10.1071/sh15244.

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Background: Over one-quarter of the adult population in Swaziland is estimated to be HIV positive. Men’s use of sexual health (SH) services has significant implications for HIV prevention. This study aimed to understand Swazi men’s health-seeking behaviours in relation to SH and HIV services. Methods: A household survey was conducted in Manzini (n = 503), complemented by 23 semi-structured interviews and two focus group discussions (with a total of 10 participants). Results: One-third of male survey participants used SH services in the past year, most commonly HIV testing (28%). Service users were more likely to be sexually active (aOR 3.21, 95% CI: 1.81–5.68 for those with one partner; and aOR 2.35, 95% CI: 1.25–4.41 for those with multiple partners) compared with service non-users. Service users were less likely to prefer HIV services to be separated from other healthcare services (aOR 0.50, 95% CI: 0.35–0.71), or to agree with travelling further for their HIV test (aOR 0.52, 95% CI: 0.33–0.82) compared with non-users, after controlling for age-group and education. Men avoided SH services because they feared being stigmatised by STI/HIV testing, are uncomfortable disclosing SH problems to female healthcare providers, and avoided HIV testing by relying on their wife’s results as a proxy for their own status. Informal providers, such as traditional healers, were often preferred because practitioners were more often male, physical exams were not required and appointments and payment options were flexible. Conclusion: To improve men’s uptake of SH services, providers and services need to be more sensitive to men’s privacy concerns, time restrictions and the potential stigma associated with STI/HIV testing.

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Cooper, Helen, Katie Booth, and Geoff Gill. "Using combined research methods for exploring diabetes patient education." Patient Education and Counseling 51, no. 1 (September 2003): 45–52. http://dx.doi.org/10.1016/s0738-3991(02)00265-3.

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Strassberg, Emmie R., Sarah M. Fisher, A. Dhanya Mackeen, Haiyan Sun, and Michael J. Paglia. "Comparing Different Methods of Patient Education on Preeclampsia [13D]." Obstetrics & Gynecology 131 (May 2018): 44S. http://dx.doi.org/10.1097/01.aog.0000532992.14622.98.

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Ridwan Hasyim, M. A., and P. Junadi. "Analyzing Patient Education Methods to Improve Patient Care in Hospital: A Systematic Review." KnE Life Sciences 4, no. 9 (December 5, 2018): 244. http://dx.doi.org/10.18502/kls.v4i9.3576.

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Kimberlin, Carole L., and Donna H. Berardo. "A Comparison of Patient Education Methods Used in Community Pharmacies." Journal of Pharmaceutical Marketing & Management 1, no. 4 (January 1987): 75–94. http://dx.doi.org/10.3109/j058v01n04_06.

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Day, David, and Audrey Griffin. "Assessing Methods of Patient Encounter Documentation in Physician Assistant Education." Journal of Physician Assistant Education 17, no. 2 (2006): 43–44. http://dx.doi.org/10.1097/01367895-200617020-00006.

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Dissertations / Theses on the topic "Patient education – Swaziland – Methods"

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Melin, Ingela. "Motivating clinical treatment of obesity : methods, education, supervision and outcome /." Stockholm, 2004. http://diss.kib.ki.se/2004/91-7140-137-7/.

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Jacober, Rochelle Ann. "Effectiveness of three methods of teaching breast self-examination." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276598.

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A quasi-experimental design was used in this study to determine if guided practice would result in higher breast cancer knowledge scores, higher breast self-examination (BSE) knowledge scores and higher intent to practice scores then modeling alone or teaching without modeling or guided practice. Fifty-eight women participated in the study. There were 19 women in the guided practice group, 22 in the modeling group and 17 in the control group. A pre-test, post-test format was used. ANCOVA was used to statistically control for the variance in pre-test scores. Descriptive statistics were used to analyze demographic data. The results showed that all methods of teaching resulted in higher breast cancer and BSE knowledge scores and in higher intent to practice scores. There were no statistically significant differences between the groups. Nursing research need to continue in this area to find the most effective method of teaching women breast self-examination.

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Purdue, Jeannetta A. "The effects of two methods of preoperative instruction : traditional and traditional plus nurse teaching-coaching on anxiety in two groups of surgical patients." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834512.

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Patient education has become more important in decreasing patient anxiety about surgery. The purpose of this study was to examine the effects of two methods of teaching instruction on 2 groups of surgical patients (25 in each group): traditional (film and interview) and traditional plus nurse teaching-coaching on anxiety scores on two groups of surgical patients. Sister Callista Roy's Adaptation Model (1984) was the conceptual framework for this study.The research questions are a) "Are there significant differences between preoperative and postoperative scores on State Anxiety between two groups of surgical patients using two methods of preoperative instruction: traditional preoperative teaching and traditional preoperative teaching plus nurse teaching-coaching interventions" and b) "Are there significant differences in pre- and postanxiety scores of men and women?"State anxiety was measured by Form Y-1 of the State-Trait Anxiety Inventory by Speilberger, Gorsuch, & Lushene (1983). The nurse teaching-coaching intervention was performed in a 30 minute session that focused on content covered in the traditional preoperative teaching. Procedures for the protection of human subjects were followed.Findings of this study showed that no significant differences between pre- and post- anxiety scores for two groups of surgical patients, regardless of the method of instruction. There was, however, a significant difference between pre- and post- scores for two groups of surgical patients in regards to men and women. Women had greater levels of anxiety before surgery and greater decreases postoperatively than did men.Conclusions indicated that further research is needed to demonstrate the effectiveness of the nurse teaching-coaching intervention on decreasing anxiety levels of surgical patients. The nurse teaching-coaching intervention warrants strong consideration for further study and use in nursing practice in assisting in recovering from surgery.
School of Nursing

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Rice, Cameron R. "Review and Implementation of Orthopedic Patient Medication Education Best Practices." Wittenberg University Honors Theses / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors162402923964133.

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David, Shannon L. "Development and Validation of the Patient-AT Trust Instrument." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1375825756.

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Fleming, Diana L. "Using the LupusOhio mobile device application as a strategy to increase knowledge and improve self-management in lupus patients: A mixed methods study." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1587391658208544.

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Forward, Cortney D. "Involving Patient/Family Advisors and Advisory Councils with Patient and Family Engagement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6326.

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Health care consumers are under-represented in literature when defining patient and family engagement. The proportion of people living longer is rapidly growing. Future research is needed to evaluate which strategies of patient and family engagement are most useful in real-world health care settings for patient and families. The purpose of this study was to describe the lived experiences of patient/family advisors working within patient family advisory councils at an academic medical center in the Midwestern United States. The conceptual framework is based on Greenleaf's servant leadership and Bass's transformational leadership. The research questions examined how patient/family advisors describe patient and family engagement, their experiences from the advisor program, and what is most meaningful to them. A phenomenological design was employed with a purposeful sample of 19 interview respondents drawn from 5 different advisory councils. Data analysis consisted of interpretive phenomenological analysis and a detailed, in-depth account of participant experiences. Transcripts from semi structured face-to-face interviews were collected, coded, validated by member checking, and triangulated with emergent themes. Emergent themes included patient/family advisors' descriptions of patient and family engagement within the patient family advisory councils and organizational efforts most meaningful to patient/family advisors. The results of this study may help create social change by improving the standards and quality of patient and family engagement by preparing health care professionals to better meet the needs of health care consumers.

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Hussey, Leslie C. Trischank (Leslie Corrine Trischank). "Medication Knowledge and Compliance among the Elderly: Comparison and Evaluation of Two Teaching Methods." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331602/.

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The problem of this study was to compare and evaluate two methods of teaching medication compliance to an elderly population with a variety of medical problems, cultural backgrounds, and educational levels. Eighty patients over 65 years old who were attending clinic at a county health care facility participated in the study and were randomly placed into two groups. The Medication Knowledge and Compliance Scale was used to assess the patients' medication knowledge and self—reported compliance. Group I (control) received only verbal teaching. Group II (experimental) received verbal teaching as well as a Picture Schedule designed to tailor the patients' medication schedule to their daily activities. Each patient was re—evaluated two to three weeks later. Medications were also counted at each visit and prescription refill records were examined. Knowledge and compliance did increase significantly among all 80 participants. Patients in Group II demonstrated a significantly greater increase in compliance than Group I but did not show a greater increase in knowledge. Patients in Group II also improved compliance as evidenced by their prescription refill records. This study demonstrates that even though significant barriers to learning exist, knowledge and compliance can be significantly improved when proper teaching techniques are utilized.

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Beischel, Kelly. "Anxiety as a Mediating Variable to Learning Outcomes in a Human Patient Simulation Experience: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1283285145.

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Danzl, Megan M. "Developing the Rehabilitation Education for Caregivers and Patients (RECAP) Model: Application to Physical Therapy in Stroke Rehabilitation." UKnowledge, 2013. http://uknowledge.uky.edu/rehabsci_etds/12.

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Patient and caregiver education is recognized as a critical component of stroke rehabilitation and physical therapy practice yet the informational needs of stroke survivors and caregivers are largely unmet and optimal educational interventions need to be established. The objective of this dissertation was to develop a theory and model of “Rehabilitation Education for Caregivers and Patients” (RECAP) in the context of physical therapy and stroke rehabilitation, grounded in the experiences and perceptions of stroke survivors, their caregivers, and physical therapists. Qualitative research methods with a novel grounded theory approach were used. Potential constructs of RECAP were identified from existing research. Next, semi-structured interviews were conducted with 13 stroke survivors and 12 caregivers from rural Appalachian Kentucky, a region with high incidence of stroke and lower levels of educational attainment. Lastly, 13 physical therapists, representing inpatient rehabilitation, outpatient, and home health, were recruited and participated in pre-interview reflection activities and interviews. Data analysis involved predetermined and emerging coding and a constant comparative method was employed. Verification strategies included self-reflective memos, analytic memos, peer debriefing, and triangulation. The theory generated from this dissertation is: physical therapists continually assess the educational needs of stroke survivors and caregivers, to participate in dynamic educational interactions that involve the provision of comprehensive content, at a point in time, delivered through diverse teaching methods and skilled communication. This phenomenon is influenced by characteristics of the physical therapist and receiver (stroke survivor/caregiver) and occurs within the context of the physical therapist’s professional responsibility, the multidisciplinary team, a complex healthcare system, and the environmental/socio-cultural context. The RECAP theoretical model depicts the relationships between the core and encompassing constructs of the theory. The RECAP theory and model presents a significant advancement in the study of patient and caregiver education in physical therapy in stroke rehabilitation. This research provides a springboard to inform future research, guide RECAP in stroke physical therapy practice, design optimal educational interventions, develop training tools for entry-level curriculum and practicing clinicians, and to potentially translate to the practice of patient and caregiver education for other rehabilitation professionals and patient populations.

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Books on the topic "Patient education – Swaziland – Methods"

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Lorig, Kate. Patient education: A practical approach. 2nd ed. Thousand Oaks, Calif: Sage Publications, 1996.

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Lorig, Kate. Patient education: A practical approach. St. Louis, MO: Mosby Year Book, 1992.

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How to design and use a patient teaching module. Atlanta, GA: Pritchett & Hull, 1986.

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Patient education in rehabilitation. Sudbury, Mass: Jones and Bartlett Publishers, 2010.

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Muma, Richard D. Patient education: A practical approach. 2nd ed. Sudbury, Mass: Jones & Bartlett Learning, 2012.

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Ragland, Gaye. Instant teaching treasures for patient education. St. Louis: Mosby, 1997.

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Sokolowski, John A., Catherine M. Banks, and C. Donald Combs. The digital patient: Advancing healthcare, research, and education. Hoboken, New Jersey: John Wiley & Sons Inc., 2016.

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Effective patient education: A guide to increased adherence. 4th ed. Sudbury, Mass: Jones and Bartlett, 2011.

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Bird, Jennifer Lynne. Innovative collaborative practice and reflection in patient education. Hershey, PA: Medical Information Science Reference, an imprint of IGI Global, 2015.

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Therapeutic nutrition: A guide to patient education. Philadelphia: Lippincott Williams & Wilkins, 2006.

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Book chapters on the topic "Patient education – Swaziland – Methods"

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Vosper, Helen, Sue Hignett, and Paul Bowie. "Creative ‘Tips’ to Integrate Human Factors/Ergonomics Principles and Methods with Patient Safety and Quality Improvement Clinical Education." In Advances in Intelligent Systems and Computing, 97–101. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96098-2_14.

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Walker, David, and Ben Thompson. "Patient education." In Oxford Textbook of Rheumatology, 575–81. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0075.

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Patient education is an essential component of the management of musculoskeletal disorders. However, despite clear guidance that health professionals should be providing education for patients, uncertainty remains about the optimum strategies which should be adopted—exactly what, when and how education should be offered to patients—as well the effect education has on patients. Like any intervention, evidence is needed to show that education is effective, and to justify the resources required for its production and delivery. Yet education is a complex intervention, and studying its effect is challenging. This chapter focuses on these debates, reviewing current evidence regarding methods of delivering education, the timing and content of education, and how education is evaluated. Finally, it makes practical suggestions about improving the quality of patient education in the future.

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Sorokhaibam, Satyabati Devi, and Ntombikayise Nomsa Mathabela. "Information Needs and Assessment of Bioinformatics Students at the University of Swaziland." In Library and Information Services for Bioinformatics Education and Research, 188–98. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1871-6.ch011.

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A survey was carried out of the information landscape within the students of Computer Science, Biology and Mathematics in the University of Swaziland which examined the research problems, important sources of information, the methods of access, information needs and seeking behavior of the users their assessment and the role of the Libraries since Librarian have to identify the information needs, uses and problems faced to meet the needs and requirement of the user. A total of 200 questionnaire were distributed. The survey indicated that majority of the students believe that the online resources play a very important role for their research and show positive attitude toward future bioinformatics usage and training. The study concluded that the training preferences of students need to be further explored.

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Stanescu, Liana, and Marius Brezovan. "Original E-Assessment Methods." In Handbook of Research on E-Assessment in Higher Education, 170–94. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5936-8.ch007.

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This chapter presents a couple of original e-assessment methods included in the non-commercial e-learning platform developed by the computers and information technology department. The platform has been in use for over 10 years in both University of Craiova and University of Medicine and Pharmacy of Craiova. Thus, two original e-assessment methods specially created for medical e-learning that use a medical imagistic database acquired in patient diagnosis process are presented. These two methods use content-based image query and content-based region query. Furthermore, the chapter aims to present two methods for question generating: a semi-automated method that uses tags and templates defined by professors, while the second one, automated, is based on domain ontologies developed for course content available in the database of the e-learning platform. The next discussed topic refers to an automatic assessment of narrative answers using the space vector model, a technique coming from information retrieval domain.

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Ossowski, Roman, and Paweł Izdebski. "Ethical Aspects of Talking to a Patient." In Advances in Medical Education, Research, and Ethics, 203–35. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9658-7.ch009.

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A very important role in the diagnosing process is played by the conversation with a patient, which should always have a diagnostic-therapeutic character. The subject of interest of this paper are the relations between medical personnel and patients. The chapter aimed to explain the application of main ethical theories in conversation with patients as a diagnostic-therapeutic instrument. As an example, a case study illustrates basic ethical principles of such a conversation. It as an instrument of diagnosis and therapy retained its value despite introducing numerous methods of diagnosis based on the findings of modern physics or electronics. In our view, the conversation should always aim at the benefit of the patient and the results of treatment as well as sustaining patient's subjectivity and hope for achieving a higher quality of life.

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Hendryx, Jason D. "The Technology Segment of a Methods Course." In Preparing Foreign Language Teachers for Next-Generation Education, 226–44. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0483-2.ch012.

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This chapter reports a case study with survey data collected from one residency Spanish language teacher completing the final phase of a modern languages education program as well as two current in-service Spanish language teachers who completed the same program the year previously. Specifically, the study examined 1) what the three teachers recall of an overarching framework for embracing technology they were introduced to in their methods course, 2) what technologies they currently employ for language instruction and why, and 3) what characteristics they imagine the model modern language educator of the future will require. Findings revealed that these teachers did not recall in detail the overarching system for embracing technology introduced to them, they utilized a very broad range of technologies for teaching which would prove difficult to train them all in effectively during a methods course, and they saw flexible, engaging, patient, and content-prepared professionals as the future of the profession.

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Dickter, David N., and Daniel C. Robinson. "A History of Interprofessional Education and Assessment at WesternU." In Building a Patient-Centered Interprofessional Education Program, 286–310. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3066-5.ch014.

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This chapter traces the early history and progress of a pioneering interprofessional practice and education (IPE) program at Western University of Health Sciences (WesternU), whose growth and development can be viewed in the context of the broader IPE field, that of a nascent movement within the United States to recognize and facilitate collaborative, patient-centered healthcare. This chapter provides some of the background and details from the early design years at WesternU. The IPE movement in the U.S. worked with general principles and broad conceptual outcomes such as safety and quality but it took time to delineate more specific guidelines and practices. Over the years, frameworks and standards for education, practice, and outcomes assessment have developed that have helped to guide the program. Similarly, WesternU has developed and refined its education and assessment methods over time.

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Bird, Jennifer Lynne, Eric T. Wanner, Ryan Urenda, and Robin Perry. "Multigenre Medicine." In Innovative Collaborative Practice and Reflection in Patient Education, 1–26. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7524-7.ch001.

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This chapter provides an introduction to the concept of multigenre writing and explains methods of multigenre writing used in the field of medicine to create the concept of multigenre medicine. The authors share their stories using a multigenre format, which includes multiple perspectives and multiple writing styles such as linking personal narratives with academic research. Therefore, the reader not only learns about multigenre writing but also experiences it.

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Borba, Helena H., Fernanda S. Tonin, Roberto Pontarolo, and Fernando Fernandez-Llimos. "Challenges in Evidence-Based Practice Education." In Advances in Medical Education, Research, and Ethics, 69–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4486-0.ch004.

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Evidence-based practice is a key element and indicator of high-quality patient care. Healthcare professionals must effectively acquire the necessary knowledge, skills, and attitudes to gather, assess, and interpret the best available evidence in order to ground their clinical decisions. Both achieving competency and delivering instruction in evidence-based practice are complex processes requiring a multimodal approach that may include traditional lectures, interactive teaching strategies, clinically-integrated teaching strategies, active learning. This chapter will provide a brief overview of the concepts of evidence-based practice, interpretation of systematic reviews and meta-analyses, grading evidence, and recommendations' strength. For each topic, teaching strategies or methods will be discussed.

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Schindler, Barbara A. "The Clinician as Educator." In Advances in Medical Education, Research, and Ethics, 345–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1468-9.ch018.

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The changing landscape of medical practice, the explosion of medical knowledge, and the introduction of new technologies and teaching methods have impelled a re-examination of the various roles of the medical educator. This chapter examines each of those roles -- content expert, competency expert, role model, teacher of critical thinking, promoter of life-long learning, patient educator -- from both a historical and modern perspective. The overall requirements for faculty development are described and, for each of the educator's roles, specific faculty development suggestions are put forth to meet the evolving needs of modern medical educators.

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Conference papers on the topic "Patient education – Swaziland – Methods"

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Dube, Sibusisiwe, Siqabukile Sihwa, Thambo Nyathi, and Khulekani Sibanda. "QR Code Based Patient Medical Health Records Transmission: Zimbabwean Case." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2233.

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In Zimbabwe the health care delivery system is hierarchical and patient transfer from the lower level to the next higher level health care facility involves patients carrying their physical medical record card. A medical record card holds information pertaining to the patient’s medical history, pre-existing allergies, medical health conditions, prescribed medication the patient is currently taking among other details. Recording such patient information on a medical health card renders it susceptible to tempering, loss, and misinterpretation as well as susceptible to breaches in confidentiality. In this paper, we propose the application of Quick Response (QR) codes to secure and transmit this sensitive patient information from one level of the health care delivery system to another. Other security methods such as steganography could be used, but in this paper we propose the use of QR codes owing to the high proliferation of mobile phones in the country, high storage capacity, flexibility, ease of use and their capability to maintain data integrity as well as storage of data in any format.

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Boyle, Paul M., and Brent C. Houchens. "Hands-On Water Purification Experiments Using the Adaptive WaTER Laboratory for Undergraduate Education and K-12 Outreach." In ASME 2008 Fluids Engineering Division Summer Meeting collocated with the Heat Transfer, Energy Sustainability, and 3rd Energy Nanotechnology Conferences. ASMEDC, 2008. http://dx.doi.org/10.1115/fedsm2008-55108.

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A bench-top educational system, the Adaptive Water Treatment for Education and Research (WaTER) Laboratory, has been developed as part of a year-long capstone design project. The Adaptive WaTER Lab teaches students about the effectiveness of various water purification techniques. Stackable housings employ six different filtration and purification methods including: sediment filtration, carbon filtration, chemical disinfection, reverse osmosis, forward osmosis, and ultraviolet light disinfection. Filtration pressure is supplied by a hand or foot pump, and two rechargeable batteries are required for the UV sterilization unit. The advantages and limitations of each technique are investigated, with learning performance criteria measured by knowledge of: material costs, contaminant removal or neutralization capabilities (from large sediment to bacteria and viruses to chemicals), robustness and longevity, and power requirements and efficiencies. Finally, suitable combinations of treatment techniques are studied for specific contamination issues, with the ultimate goal of producing potable water. The importance of sustainable water use is also discussed. Background information and suggested experiments are introduced through accompanying educational packets. This system has had a successful impact on undergraduate education. The metrics of success include a published journal article, an awarded EPA P3 educational grant and a pending patent for the undergraduates involved in the development of the Lab. Other undergraduates are currently involved in a design for manufacturability study. Finally, the Lab has served as a demonstration tool in a new interdisciplinary engineering course “Integrated Approaches to Sustainable Development.” The Adaptive WaTER Lab has also been used in hands-on outreach to over 300 underrepresented K-12 students in the Houston area. Two high school students borrowed the original prototype of the Lab to use in an Earth Day demonstration, and one student recently worked on an individual project using the Lab. Because the Lab is portable and requires only human and solar power (to recharge the batteries via a solar backpack), it is also ideal for educational efforts in developing nations. Labs are currently being produced for outreach and donation via three international projects to install water purification systems and/or educational Labs in schools and clinics in Mexico, Lesotho and Swaziland, in collaboration with the Beyond Traditional Borders and Rice 360 health initiatives.

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Narasimhan, Lakshmi, Di Wu, and Narinder Gill. "Meta-Analysis of Clinical Cardiovascular Data towards Evidential Reasoning for Cardiovascular Life Cycle Management." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3147.

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The cardiovascular disease is one of the serious and life-threatening diseases in the developed world. One aspect of medical treatment is using drugs with blood pressure reducing or cholesterol lowering functions. Importantly, such treatment needs to be individually tailored and is significantly correlated to the particular conditions of individual patients. However, such pathologies and mechanisms are still only under investigation. Several novel and unique computational methods, called meta-analyses techniques, for formatting and analyzing a wide variety of cardiac datasets are discussed in this paper with the aim to building cardiovascular database and related patient life-cycle management services. In this paper we also present an overview of a second order inference engine underlying the meta-analyses, which yields evidenced-based reasoning that is more likely to better assist decision-making on the effectiveness of cardiovascular treatment than what is available currently. Furthermore, the software architecture and other details of such a medical informatics system tailored to cardiovascular disease are also described. Research and development work on this project yields itself to application to many other areas, such as disease control and prevention in Epidemiology, and dietics. The system can therefore make a profound impact to medical informatics.

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Ahmed, Aicha Abdallah Mohamed. "Cultural Competence in the Eyes of Health Cluster Faculty Members at Qatar University: Perception and Application-a Mixed Methods study." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0229.

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Background: Globalization impacts several aspects of life including education. Medical education in Qatar is progressing and developing by the effort of multicultural teams that ensure the emergence of future healthcare providers that are patient-centered, well educated and well knowledgeable. Although having this multicultural teaching can be beneficial in some area, it can represent a challenge. This study aims to investigate the perception of Medical colleges’ faculty members at Qatar University (QU) about the impact of this diversity on the health education in specific and Qatar’s cultures and values in general. Methods: A mixed-methods design was followed, where two types of data were collected in a parallel manner; quantitative and qualitative data. A survey link (Quantitative) was sent to the health clusters faculty members at QU. The questions in the survey were based on a validated tool known as ‘’Multicultural Teaching Competence Scale’’. A focus group was conducted with the faculty members to access in depth their perception. Results: The total score of Multicultural Teaching Competence of all the participants was between 39 and 77 (The maximum in the tool is 80 and the minimum is 16), which is divided into total score of Multicultural Teaching Competence Skill of all the participants, where the higher score was 48 and the lowest score was 19 (The maximum is 60 and the minimum is 10), and total score of Multicultural Teaching knowledge, where the higher score was 30 and the lowest was 9 (The maximum is 36 and the minimum 9). The focus group was transcribed and divided into themes based on the interview with faculty members. Conclusion: In conclusion, both the qualitative and quantitative data showed a positive behavior toward the multicultural teaching. Therefore, this study shows that the faculty members in health cluster colleges at Qatar University are generally knowledgeable and skilled in relation to the multicultural teaching

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Narcı, Mustafa, and Nebiye Konuk Kandemir. "Changes and New Trends in Health Communication." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.031.

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Health communication can be considered in terms of different groups such as communication of healthcare professionals with each other, patient-healthcare worker communication, patient-patient communication and patient relatives communication with each other. Communication is the primary tool in ensuring health literacy and disseminating effective health information to the wider audience. Effective health communication raises awareness about health problems, risks and solutions; influences and strengthens individuals' attitudes. All mass media are used within the scope of health education to develop and adopt healthy living habits in society in order to improve health. The dizzying developments and changes in communication technologies have diversified and enriched the ways to obtain more information and support about health problems. The transition from monologue to dialogue in the internet field has caused the transformation from one-way information transmission to dynamic, multi-faceted interactive and discussions. Thus, the period began in which not only consuming but also producing users took part. While this has improved those who use social networks, it has also made it difficult to control health information. The coexistence of the media's potential to generate negative behavior as well as the possibilities and capacity to develop positive health behaviors also constitutes a paradoxical situation. Individuals who try to collect information about diseases and treatment methods by using new media tools sometimes risk their health with false information. In addition, the communication between the different groups mentioned above through forums on online platforms takes on a remarkable new form in terms of patient-patient communication. In this context, the aim of the study is to discuss the transformation of patient-patient communication on online platforms within the framework of the literature.

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Kakizaki, Takao, Jiro Urii, and Mitsuru Endo. "Application of Digital Human Models to Physiotherapy Training." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59455.

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The importance of physiotherapy is becoming more significant with the increasing number of countries with aging populations. Thus, the education of physiotherapists is a crucial concern in many countries. Information and communications technologies, such as motion capture systems, have been introduced to sophisticate the training methods used in physiotherapy. However, the methods employed in most training schools for physiotherapists and occupational therapists remain dependent on more conventional materials. These materials include conventional textbooks with samples of traditional gait motion photographs and video archives of patients’ walking motion. Actual on-site clinical training is also utilized in current physiotherapy education programs. The present paper addresses an application of previously developed digital human model called kinematic digital human (KDH) to physiotherapy education with a focus on improving students’ understanding of the gait motion of disabled patients. KDH models for use in physiotherapy were constructed based on Rancho Los Amigos National Rehabilitation Center terminology, which is considered the preferred standard among clinicians. The developed KDH models were employed to allow the three-dimensional visualization of the gait motion of a hemiplegic patient.

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Onbasıog˘lu, Esin, Bas¸ar Atalay, Dionysis Goularas, Ahu H. Soydan, Koray K. S¸afak, and Fethi Okyar. "Visualisation of Burring Operation in Virtual Surgery Simulation." In ASME 2010 10th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2010. http://dx.doi.org/10.1115/esda2010-25233.

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Virtual reality based surgical training have a great potential as an alternative to traditional training methods. In neurosurgery, state-of-the-art training devices are limited and the surgical experience accumulates only after so many surgical procedures. Incorrect surgical movements can be destructive; leaving patients paralyzed, comatose or dead. Traditional techniques for training in surgery use animals, phantoms, cadavers and real patients. Most of the training is based either on these or on observation behind windows. The aim of this research is the development of a novel virtual reality training system for neurosurgical interventions based on a real surgical microscope for a better visual and tactile realism. The simulation works by an accurate tissue modeling, a force feedback device and a representation of the virtual scene on the screen or directly on the oculars of the operating microscope. An intra-operative presentation of the preoperative three-dimensional data will be prepared in our laboratory and by using this existing platform virtual organs will be reconstructed from real patients’ images. VISPLAT is a platform for virtual surgery simulation. It is designed as a patient-specific system that provides a database where patient information and CT images are stored. It acts as a framework for modeling 3D objects from CT images, visualization of the surgical operations, haptic interaction and mechanistic material-removal models for surgical operations. It tries to solve the challenging problems in surgical simulation, such as real-time interaction with complex 3D datasets, photorealistic visualization, and haptic (force-feedback) modeling. Surgical training on this system for educational and preoperative planning purposes will increase the surgical success and provide a better quality of life for the patients. Surgical residents trained to perform surgery using virtual reality simulators will be more proficient and have fewer errors in the first operations than those who received no virtual reality simulated education. VISPLAT will help to accelerate the learning curve. In future VISPLAT will offer more sophisticated task training programs for minimally invasive surgery; this system will record errors and supply a way of measuring operative efficiency and performance, working both as an educational tool and a surgical planning platform quality.

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Mekki, Yosra M., Mohamed M. Mekki, Mohamed Hamammi, and Susu Zughaier. "Virtual Reality Module Depicting Catheter-Associated Urinary Tract Infection as Educational Tool to Reduce Antibiotic Resistant Hospital-Acquired Bacterial Infections." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0250.

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Introduction: Virtual reality (VR) and augmented reality (AR) are used as simulation models in student-patient interactive medical education and shown to enhance learning outcomes. The rise in global burden of infectious diseases and antibiotic resistance world-wide prompt immediate action to combat this emerging threat. Catheter associated urinary infections (CAUTI) are the leading cause of hospital-acquired infections. The aim of this research is to develop a virtual reality (VR) based educational tool depicting the process of CAUTI caused by antibiotic resistant bacteria. The VR-CAUTI module is designed to provide insights to health care providers and community which help in reducing the burden of antibiotic resistant infections. Material and methods: The VRCAUTI module is designed using tools including Blender, Cinema4D and Unity to create a scientifically accurate first-person interactive movie. The users are launched inside a human bladder that needs to be drained. They can witness the insertion of a medical catheter into the bladder to drain the urine. Bacteria adhere to the catheter to establish colonization and infection. An interaction between antibiotic molecules and bacteria in the biofilm is observed later. After designing the 3D models, a highlight of the interaction between models, taken from the storyboard, is used to determine the necessary animation. Moreover, dialogue that facilitates the understanding of infections and antibiotic resistance is recorded. This is followed by the assembly of the module on Unity, and enrichments such as lights and orientation. Results and conclusion: This VRCAUTI module is the proof-of-concept for designing detailed VR based scientifically very accurate medical simulation that could be used in medical education to maximize learning outcomes. VR based modules that have the potential to transform and revolutionize learning experience and render medical education compatible with the IoT in the current 4th industrial revolution.

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Reports on the topic "Patient education – Swaziland – Methods"

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Dy, Sydney M., Julie M. Waldfogel, Danetta H. Sloan, Valerie Cotter, Susan Hannum, JaAlah-Ai Heughan, Linda Chyr, et al. Integrating Palliative Care in Ambulatory Care of Noncancer Serious Chronic Illness: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), February 2020. http://dx.doi.org/10.23970/ahrqepccer237.

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Objectives. To evaluate availability, effectiveness, and implementation of interventions for integrating palliative care into ambulatory care for U.S.-based adults with serious life-threatening chronic illness or conditions other than cancer and their caregivers We evaluated interventions addressing identification of patients, patient and caregiver education, shared decision-making tools, clinician education, and models of care. Data sources. We searched key U.S. national websites (March 2020) and PubMed®, CINAHL®, and the Cochrane Central Register of Controlled Trials (through May 2020). We also engaged Key Informants. Review methods. We completed a mixed-methods review; we sought, synthesized, and integrated Web resources; quantitative, qualitative and mixed-methods studies; and input from patient/caregiver and clinician/stakeholder Key Informants. Two reviewers screened websites and search results, abstracted data, assessed risk of bias or study quality, and graded strength of evidence (SOE) for key outcomes: health-related quality of life, patient overall symptom burden, patient depressive symptom scores, patient and caregiver satisfaction, and advance directive documentation. We performed meta-analyses when appropriate. Results. We included 46 Web resources, 20 quantitative effectiveness studies, and 16 qualitative implementation studies across primary care and specialty populations. Various prediction models, tools, and triggers to identify patients are available, but none were evaluated for effectiveness or implementation. Numerous patient and caregiver education tools are available, but none were evaluated for effectiveness or implementation. All of the shared decision-making tools addressed advance care planning; these tools may increase patient satisfaction and advance directive documentation compared with usual care (SOE: low). Patients and caregivers prefer advance care planning discussions grounded in patient and caregiver experiences with individualized timing. Although numerous education and training resources for nonpalliative care clinicians are available, we were unable to draw conclusions about implementation, and none have been evaluated for effectiveness. The models evaluated for integrating palliative care were not more effective than usual care for improving health-related quality of life or patient depressive symptom scores (SOE: moderate) and may have little to no effect on increasing patient satisfaction or decreasing overall symptom burden (SOE: low), but models for integrating palliative care were effective for increasing advance directive documentation (SOE: moderate). Multimodal interventions may have little to no effect on increasing advance directive documentation (SOE: low) and other graded outcomes were not assessed. For utilization, models for integrating palliative care were not found to be more effective than usual care for decreasing hospitalizations; we were unable to draw conclusions about most other aspects of utilization or cost and resource use. We were unable to draw conclusions about caregiver satisfaction or specific characteristics of models for integrating palliative care. Patient preferences for appropriate timing of palliative care varied; costs, additional visits, and travel were seen as barriers to implementation. Conclusions. For integrating palliative care into ambulatory care for serious illness and conditions other than cancer, advance care planning shared decision-making tools and palliative care models were the most widely evaluated interventions and may be effective for improving only a few outcomes. More research is needed, particularly on identification of patients for these interventions; education for patients, caregivers, and clinicians; shared decision-making tools beyond advance care planning and advance directive completion; and specific components, characteristics, and implementation factors in models for integrating palliative care into ambulatory care.

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Carney, Nancy, Tamara Cheney, Annette M. Totten, Rebecca Jungbauer, Matthew R. Neth, Chandler Weeks, Cynthia Davis-O'Reilly, et al. Prehospital Airway Management: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), June 2021. http://dx.doi.org/10.23970/ahrqepccer243.

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Objective. To assess the comparative benefits and harms across three airway management approaches (bag valve mask [BVM], supraglottic airway [SGA], and endotracheal intubation [ETI]) by emergency medical services in the prehospital setting, and how the benefits and harms differ based on patient characteristics, techniques, and devices. Data sources. We searched electronic citation databases (Ovid® MEDLINE®, CINAHL®, the Cochrane Central Register of Controlled Trials, the Cochrane Database of Systematic Reviews, and Scopus®) from 1990 to September 2020 and reference lists, and posted a Federal Register notice request for data. Review methods. Review methods followed Agency for Healthcare Research and Quality Evidence-based Practice Center Program methods guidance. Using pre-established criteria, studies were selected and dual reviewed, data were abstracted, and studies were evaluated for risk of bias. Meta-analyses using profile-likelihood random effects models were conducted when data were available from studies reporting on similar outcomes, with analyses stratified by study design, emergency type, and age. We qualitatively synthesized results when meta-analysis was not indicated. Strength of evidence (SOE) was assessed for primary outcomes (survival, neurological function, return of spontaneous circulation [ROSC], and successful advanced airway insertion [for SGA and ETI only]). Results. We included 99 studies (22 randomized controlled trials and 77 observational studies) involving 630,397 patients. Overall, we found few differences in primary outcomes when airway management approaches were compared. • For survival, there was moderate SOE for findings of no difference for BVM versus ETI in adult and mixed-age cardiac arrest patients. There was low SOE for no difference in these patients for BVM versus SGA and SGA versus ETI. There was low SOE for all three comparisons in pediatric cardiac arrest patients, and low SOE in adult trauma patients when BVM was compared with ETI. • For neurological function, there was moderate SOE for no difference for BVM compared with ETI in adults with cardiac arrest. There was low SOE for no difference in pediatric cardiac arrest for BVM versus ETI and SGA versus ETI. In adults with cardiac arrest, neurological function was better for BVM and ETI compared with SGA (both low SOE). • ROSC was applicable only in cardiac arrest. For adults, there was low SOE that ROSC was more frequent with SGA compared with ETI, and no difference for BVM versus SGA or BVM versus ETI. In pediatric patients there was low SOE of no difference for BVM versus ETI and SGA versus ETI. • For successful advanced airway insertion, low SOE supported better first-pass success with SGA in adult and pediatric cardiac arrest patients and adult patients in studies that mixed emergency types. Low SOE also supported no difference for first-pass success in adult medical patients. For overall success, there was moderate SOE of no difference for adults with cardiac arrest, medical, and mixed emergency types. • While harms were not always measured or reported, moderate SOE supported all available findings. There were no differences in harms for BVM versus SGA or ETI. When SGA was compared with ETI, there were no differences for aspiration, oral/airway trauma, and regurgitation; SGA was better for multiple insertion attempts; and ETI was better for inadequate ventilation. Conclusions. The most common findings, across emergency types and age groups, were of no differences in primary outcomes when prehospital airway management approaches were compared. As most of the included studies were observational, these findings may reflect study design and methodological limitations. Due to the dynamic nature of the prehospital environment, the results are susceptible to indication and survival biases as well as confounding; however, the current evidence does not favor more invasive airway approaches. No conclusion was supported by high SOE for any comparison and patient group. This supports the need for high-quality randomized controlled trials designed to account for the variability and dynamic nature of prehospital airway management to advance and inform clinical practice as well as emergency medical services education and policy, and to improve patient-centered outcomes.

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