Title: Moving Forward with a Multimedia Patient Education Initiative — Accessing the Perceptions of Patients and Staff
Abstract: Purpose/AimThe study was designed to understand patient and staff satisfaction with the use of a multimedia presentation tool during Day One radiation therapy patient teaching sessions. A previous study conducted at the Juravinski Cancer Centre determined that patients expressed interest in a multimedia based education session. In response, a multimedia presentation was designed for the Day One patient teaching session and its effectiveness was measured from the perspective of staff and patients.Method/ProcessWith the results from the previous study, a PowerPoint presentation was developed and implemented into the Day One radiation therapy teaching sessions for a one-month study period. The PowerPoint featured graphics, text and a video component, which outlined the treatment process and the management of radiation therapy side effects. A literature review was conducted encompassing patient learning styles in the health care setting, and experiences with multimedia-based mediums for patient healthcare education. Based on the findings from the literature review, quantitative surveys were designed to assess both staff and patient satisfaction with the use of the presentation. These surveys used LIKERT scale-type questions. A statistical analysis comprised of sign and Kruskal-Wallis tests were completed on all survey responses. A p-value of 0.05 was used to determine statistically significant trends.Results/Benefits/ChallengesA total of 26 surveys were collected; 10 surveys from patients and 13 from the staff survey. The male and female ratio was 4:6 for the patient survey. The staff survey had a female male ratio of 10:1, with 2 no gender identifiers. Of the 44 survey questions between the two surveys, 15 questions yielded significant statistical trends. The patient statistical significances were: a preference for visual presentation of information, a desire to see information presented in more than one format, and effective use of the tool in their teaching session. The staff survey statistically significant responses indicated: acknowledgement of the merits of using the teaching tool, and the use of the tool lengthening the time for the teaching session.Conclusion/Impact/OutcomesA number of trends from this study were significant: patients enjoyed the use of the presentation, and radiation therapists saw its merit but had some difficulty incorporating it into the education session timeframe. Recommendations from this study include: further studies on the use of a visual tool in teaching sessions; the need for education on the use of the visual tool to allow better implementation into therapists’ preferred teaching method; and encompassing specific therapist preferences by using person specific visual presentations. Purpose/AimThe study was designed to understand patient and staff satisfaction with the use of a multimedia presentation tool during Day One radiation therapy patient teaching sessions. A previous study conducted at the Juravinski Cancer Centre determined that patients expressed interest in a multimedia based education session. In response, a multimedia presentation was designed for the Day One patient teaching session and its effectiveness was measured from the perspective of staff and patients. The study was designed to understand patient and staff satisfaction with the use of a multimedia presentation tool during Day One radiation therapy patient teaching sessions. A previous study conducted at the Juravinski Cancer Centre determined that patients expressed interest in a multimedia based education session. In response, a multimedia presentation was designed for the Day One patient teaching session and its effectiveness was measured from the perspective of staff and patients. Method/ProcessWith the results from the previous study, a PowerPoint presentation was developed and implemented into the Day One radiation therapy teaching sessions for a one-month study period. The PowerPoint featured graphics, text and a video component, which outlined the treatment process and the management of radiation therapy side effects. A literature review was conducted encompassing patient learning styles in the health care setting, and experiences with multimedia-based mediums for patient healthcare education. Based on the findings from the literature review, quantitative surveys were designed to assess both staff and patient satisfaction with the use of the presentation. These surveys used LIKERT scale-type questions. A statistical analysis comprised of sign and Kruskal-Wallis tests were completed on all survey responses. A p-value of 0.05 was used to determine statistically significant trends. With the results from the previous study, a PowerPoint presentation was developed and implemented into the Day One radiation therapy teaching sessions for a one-month study period. The PowerPoint featured graphics, text and a video component, which outlined the treatment process and the management of radiation therapy side effects. A literature review was conducted encompassing patient learning styles in the health care setting, and experiences with multimedia-based mediums for patient healthcare education. Based on the findings from the literature review, quantitative surveys were designed to assess both staff and patient satisfaction with the use of the presentation. These surveys used LIKERT scale-type questions. A statistical analysis comprised of sign and Kruskal-Wallis tests were completed on all survey responses. A p-value of 0.05 was used to determine statistically significant trends. Results/Benefits/ChallengesA total of 26 surveys were collected; 10 surveys from patients and 13 from the staff survey. The male and female ratio was 4:6 for the patient survey. The staff survey had a female male ratio of 10:1, with 2 no gender identifiers. Of the 44 survey questions between the two surveys, 15 questions yielded significant statistical trends. The patient statistical significances were: a preference for visual presentation of information, a desire to see information presented in more than one format, and effective use of the tool in their teaching session. The staff survey statistically significant responses indicated: acknowledgement of the merits of using the teaching tool, and the use of the tool lengthening the time for the teaching session. A total of 26 surveys were collected; 10 surveys from patients and 13 from the staff survey. The male and female ratio was 4:6 for the patient survey. The staff survey had a female male ratio of 10:1, with 2 no gender identifiers. Of the 44 survey questions between the two surveys, 15 questions yielded significant statistical trends. The patient statistical significances were: a preference for visual presentation of information, a desire to see information presented in more than one format, and effective use of the tool in their teaching session. The staff survey statistically significant responses indicated: acknowledgement of the merits of using the teaching tool, and the use of the tool lengthening the time for the teaching session. Conclusion/Impact/OutcomesA number of trends from this study were significant: patients enjoyed the use of the presentation, and radiation therapists saw its merit but had some difficulty incorporating it into the education session timeframe. Recommendations from this study include: further studies on the use of a visual tool in teaching sessions; the need for education on the use of the visual tool to allow better implementation into therapists’ preferred teaching method; and encompassing specific therapist preferences by using person specific visual presentations. A number of trends from this study were significant: patients enjoyed the use of the presentation, and radiation therapists saw its merit but had some difficulty incorporating it into the education session timeframe. Recommendations from this study include: further studies on the use of a visual tool in teaching sessions; the need for education on the use of the visual tool to allow better implementation into therapists’ preferred teaching method; and encompassing specific therapist preferences by using person specific visual presentations.
Publication Year: 2016
Publication Date: 2016-02-15
Language: en
Type: article
Indexed In: ['crossref']
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