Chronic disease patient education: lessons from meta-analyses

Twelve meta-analyses were identified concerning education for people with chronic diseases where behaviour modification is a part of the treatment regime. By combining the results of these meta-analyses a second stage descriptive meta-analysis was conducted. The aim of the exercise was to explore th...

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Bibliographic Details
Published in:Patient education and counseling 2001-08, Vol.44 (2), p.107-117
Main Authors: Cooper, Helen, Booth, Katie, Fear, Simon, Gill, Geoff
Format: Article
Language:English
Subjects:
Attitude to Health
Behavior Therapy - instrumentation
Behavior Therapy - methods
Behavior Therapy - standards
Chronic disease
Chronic Disease - psychology
Chronic Disease - rehabilitation
Confounding Factors (Epidemiology)
Data Interpretation, Statistical
Evidence-Based Medicine
Guidelines as Topic
Health Behavior
Health Knowledge, Attitudes, Practice
Humans
Meta-analysis
Models, Educational
Nursing
Outcome and Process Assessment (Health Care)
Patient education
Patient Education as Topic - methods
Patient Education as Topic - standards
Research Design - standards
Treatment Outcome
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Summary:Twelve meta-analyses were identified concerning education for people with chronic diseases where behaviour modification is a part of the treatment regime. By combining the results of these meta-analyses a second stage descriptive meta-analysis was conducted. The aim of the exercise was to explore the effects of patient education and implications for educational treatment. The results provided evidence of the gaps that exist in current research practice. These gaps include the need to utilise rigorous research designs to explore the quantitative effects of patient education, and the need to qualitatively explore the processes by which these effects have transpired. Where randomised controlled trials had been conducted the effects of patient education were usually small and were only known for 6 months of follow-up. In addition, the educational interventions tested were generally poorly described, and failed to adhere to theoretical models. The results of this review have highlighted the need for practitioners to use theoretically based teaching strategies which include behaviour change tactics that affect feelings and attitudes. In alignment with these conclusions, the review has provided guidelines for future research practice.
ISSN:0738-3991
1873-5134
DOI:10.1016/S0738-3991(00)00182-8