Development of a Brief Online Mindfulness-Based Intervention to Reduce Patient Anxiety Before a First-Time Screening Colonoscopy.

IF 1.4 4区 医学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Brent Emerson, Paul L Reiter, Maryanna Klatt, Darrell M Gray, Hisham Hussan, Subhankar Chakraborty, Mira L Katz
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引用次数: 0

Abstract

To describe the development of an online mindfulness-based intervention (MBI) to reduce anxiety before a first-time screening colonoscopy among average-risk patients. A qualitative study used an iterative process guided by health behavior and mindfulness theories and feedback from a convenience sample of patients, endoscopy medical staff, and community members. Patient and medical staff (n = 18) were included in formative interviews (30-45 min), eight helped during intervention development sessions (15-90 min), and four community members reviewed the MBI in individual sessions (60 min). Interviews and sessions were recorded, transcribed verbatim, and analyzed using NVivo qualitative data software. Two themes emerged from the study: (1) both patients and medical staff reported that average-risk patients have pre-procedural anxiety before a first-time screening colonoscopy, and (2) using stakeholder-engaged strategies in an iterative process with both patients and medical staff is important so the developed intervention is acceptable to the priority population and to ensure medical accuracy and avoid disruption of workflow. Using an iterative process with key stakeholders is essential to develop interventions that are feasible and acceptable. The MBI developed through this process is being compared to usual care in a pilot randomized controlled trial to determine intervention feasibility and patient acceptability and to collect preliminary efficacy data. If efficacious, the developed MBI has the potential to reduce pre-procedural anxiety which may improve patient behaviors (e.g., bowel prep adherence and quality), patient satisfaction, and clinic workflow by reducing cancellation/no-shows, the amount of sedation required, and procedural time.

开发基于正念的简短在线干预措施,以减轻患者在首次筛查结肠镜检查前的焦虑。
目的:介绍一种基于正念的在线干预(MBI)的开发情况,该干预旨在减轻首次接受结肠镜检查的普通风险患者在检查前的焦虑。这项定性研究采用迭代过程,以健康行为和正念理论以及患者、内窥镜检查医务人员和社区成员的反馈为指导。患者和医务人员(n = 18)参加了形成性访谈(30-45 分钟),8 人在干预发展会议(15-90 分钟)上提供了帮助,4 名社区成员在个别会议(60 分钟)上审查了 MBI。对访谈和会议进行了录音、逐字记录,并使用 NVivo 定性数据软件进行了分析。研究中出现了两个主题:(1)患者和医务人员都表示,一般风险患者在首次接受结肠镜筛查前都会有术前焦虑;(2)在与患者和医务人员的迭代过程中使用利益相关者参与的策略非常重要,这样制定的干预措施才能被重点人群接受,并确保医疗准确性和避免工作流程中断。与主要利益相关者一起使用迭代过程对于制定可行且可接受的干预措施至关重要。通过这一过程开发的 MBI 正在一项试点随机对照试验中与常规护理进行比较,以确定干预措施的可行性和患者的可接受性,并收集初步的疗效数据。如果疗效显著,所开发的 MBI 有可能减轻术前焦虑,从而通过减少取消/缺席、所需镇静剂量和手术时间来改善患者行为(如肠道准备的依从性和质量)、患者满意度和诊所工作流程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Cancer Education
Journal of Cancer Education 医学-医学:信息
CiteScore
3.40
自引率
6.20%
发文量
122
审稿时长
4-8 weeks
期刊介绍: The Journal of Cancer Education, the official journal of the American Association for Cancer Education (AACE) and the European Association for Cancer Education (EACE), is an international, quarterly journal dedicated to the publication of original contributions dealing with the varied aspects of cancer education for physicians, dentists, nurses, students, social workers and other allied health professionals, patients, the general public, and anyone interested in effective education about cancer related issues. Articles featured include reports of original results of educational research, as well as discussions of current problems and techniques in cancer education. Manuscripts are welcome on such subjects as educational methods, instruments, and program evaluation. Suitable topics include teaching of basic science aspects of cancer; the assessment of attitudes toward cancer patient management; the teaching of diagnostic skills relevant to cancer; the evaluation of undergraduate, postgraduate, or continuing education programs; and articles about all aspects of cancer education from prevention to palliative care. We encourage contributions to a special column called Reflections; these articles should relate to the human aspects of dealing with cancer, cancer patients, and their families and finding meaning and support in these efforts. Letters to the Editor (600 words or less) dealing with published articles or matters of current interest are also invited. Also featured are commentary; book and media reviews; and announcements of educational programs, fellowships, and grants. Articles should be limited to no more than ten double-spaced typed pages, and there should be no more than three tables or figures and 25 references. We also encourage brief reports of five typewritten pages or less, with no more than one figure or table and 15 references.
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