Svavarsdóttir NH, Sigurðardóttir AK, Sigurðardóttir
A. How to become an expert educator: a qualitative study on the view of health
professionals with experience in patient education. BMC Med Educ 2015,
15:87 doi:10.1186/s12909-015-0370-x
ABSTRACT
Background: Health professionals with the level of
competency necessary to provide high-quality patient education are central to
meeting patients’ needs. However, research on how competencies in patient
education should be developed and health professionals trained in them, is
lacking. The aim of this study was to investigate the characteristics of an
expert educator according to health professionals experienced in patient
education for patients with coronary heart disease, and their views on how to
become an expert educator. Methods This descriptive qualitative study was
conducted through individual interviews with health professionals experienced
in patient education in cardiac care. Participants were recruited from cardiac
care units and by using a snowball sampling technique. The interviews were
audiotaped and transcribed verbatim. The data were analyzed with thematic approaches,
using systematic text condensation. Results Nineteen Icelandic and Norwegian
registered nurses, physiotherapists, and cardiologists, who had worked in
cardiac care for 12 years on average, participated in the study. Being
sensitive to the patient’s interests and learning needs, and possessing the
ability to tailor the education to each patient’s needs and context of the
situation was described as the hallmarks of an expert educator. To become an
expert educator, motivation and active participation of the novice educator and
a supportive learning environment were considered prerequisites. Supportive
educational resources, observation and experiential training, and guidance from
experienced educators were given as examples of resources that enhance
competence development. Experienced educators expressed the need for peer
support, inter-professional cooperation, and mentoring to further develop their
competency. Conclusions Expert patient educators were described as those
demonstrating sensitivity toward the patient’s learning needs and an ability to
individualize the patient’s education. A supportive learning environment, inner
motivation, and an awareness of the value of patient education were considered
the main factors required to become an expert educator. The experienced
educators expressed a need for continuing education and peer support.
Davis R, Ives J, Dunn M. A systematic review of
empirical bioethics methodologies. BMC Med Ethics 2015, 16:15 doi:10.1186/s12910-015-0010-3
ABSTRACT
Background: Despite the increased prevalence of
bioethics research that seeks to use empirical data to answer normative
research questions, there is no consensus as to what an appropriate methodology
for this would be. This review aims to search the literature, present and
critically discuss published Empirical Bioethics methodologies.
Methods: MedLine, Web of Science and Google Scholar
were searched between 15/02/12 and 16/06/13 to find relevant papers. These were
abstract reviewed independently by two reviewers with papers meeting the
inclusion criteria subjected to data extraction.
Results: 33 publications (32 papers and one book
chapter) were included which contained 32 distinct methodologies. The majority
of these methodologies (n = 22) can be classed as either dialogical or
consultative, and these represent two extreme ‘poles’ of methodological
orientation. Consideration of these results provoked three central questions
that are central to the planning of an empirical bioethics study, and revolve
around how a normative conclusion can be justified, the analytic process
through which that conclusion is reached, and the kind of conclusion that is
sought.
Conclusion: When considering which methodology or
research methods to adopt in any particular study, researchers need to think
carefully about the nature of the claims they wish to generate through their
analyses, and how these claims align with the aims of the research. Whilst
there are superficial similarities in the ways that identical research methods
are made use of, the different meta-ethical and epistemological commitments
that undergird the range of methodological approaches adopted rehearse many of
the central foundational disagreements that play out within moral philosophy
and bioethical analysis more broadly. There is little common ground that
transcends these disagreements, and we argue that this is likely to present a
challenge for the legitimacy of the bioethical enterprise. We conclude,
however, that this heterogeneity ought to be welcomed, but urge those involved
in the field to engage meaningfully and explicitly with questions concerning
what kinds of moral claim they want to be able to make, about normative
justification and the methodological process, and about the coherence of these
components within their work
Schneider M, Evans R, Haas M, Leach M, Hawk C, Long
C, Cramer GD, Walters O, Vihstadt C, Terhorst L. US chiropractors’ attitudes,
skills and use of evidence-based practice: A cross-sectional national survey.
Chiropr ManTher 2015, 23:16 doi:10.1186/s12998-015-0060-0
ABSTRACT
Background: Evidence based practice (EBP) is being
increasingly utilized by health care professionals as a means of improving the
quality of health care. The introduction of EBP principles into the
chiropractic profession is a relatively recent phenomenon. There is currently a
lack of information about the EBP literacy level of US chiropractors and the
barriers/facilitators to the use of EBP in the chiropractic profession.
Methods: A nationwide EBP survey of US chiropractors
was administered online (Nov 2012-Mar 2013) utilizing a validated self-report
instrument (EBASE) in which three sub-scores are reported: attitudes, skills
and use. Means, medians, and frequency distributions for each of the sub-scores
were generated. Descriptive statistics were used to analyze the demographic
characteristics of the sample. Means and proportions were calculated for all of
the responses to each of the questions in the survey.
Results: A total of 1,314 US chiropractors completed
the EBASE survey; the sample appeared to be representative of the US
chiropractic profession. Respondents were predominantly white (94.3%), male
(75%), 47 (+/− 11.6) years of age, and in practice for more than 10 years
(60%). EBASE sub-score means (possible ranges) were: attitudes, 31.4 (8–40);
skills, 44.3 (13–65); and use, 10.3 (0–24). Survey participants generally held
favorable attitudes toward EBP, but reported less use of EBP. A minority of
participants indicated that EBP coursework (17%) and critical thinking (29%)
were a major part of their chiropractic education. The most commonly reported
barrier to the use of EBP was “lack of time”. Almost 90% of the sample
indicated that they were interested in improving their EBP skills.
Conclusion: American chiropractors appear similar to
chiropractors in other countries, and other health professionals regarding
their favorable attitudes towards EBP, while expressing barriers related to EBP
skills such as research relevance and lack of time. This suggests that the design
of future EBP educational interventions should capitalize on the growing body
of EBP implementation research developing in other health disciplines. This
will likely include broadening the approach beyond a sole focus on EBP
education, and taking a multilevel approach that also targets professional,
organizational and health policy domains.
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