Chronic disease patient education: lessons from meta-analyses

• 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
• ISSN: 0738-3991; 1873-5134
• DOI: 10.1016/S0738-3991(00)00182-8

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.