Education thérapeutique du patient - Therapeutic patient education最新文献_第2页

Therapeutic education program for patients with hypermobile Ehlers-Danlos syndrome: feasibility and satisfaction of the participants 多动型埃勒-丹洛斯综合征患者治疗性教育方案:可行性及参与者满意度

Education thérapeutique du patient - Therapeutic patient education Pub Date : 2019-06-01 DOI: 10.1051/TPE/2019002

E. Chaléat-Valayer, Zelmar Amélie, Boucand Marie-Hélène, I. Perretant, Bonjean Monique, Occelli Pauline, Touzet Sandrine

{"title":"Therapeutic education program for patients with hypermobile Ehlers-Danlos syndrome: feasibility and satisfaction of the participants","authors":"E. Chaléat-Valayer, Zelmar Amélie, Boucand Marie-Hélène, I. Perretant, Bonjean Monique, Occelli Pauline, Touzet Sandrine","doi":"10.1051/TPE/2019002","DOIUrl":"https://doi.org/10.1051/TPE/2019002","url":null,"abstract":"Objectives: To describe a therapeutic education program for patients with hypermobile Ehlers-Danlos syndrome, called PrEduSED and to evaluate its feasibility and efficiency in terms of satisfaction and impact on disease management in daily life. Methods: Prospective observational study. Evaluation before, after and 6 months after PrEduSED, consisted in: CSQ-F, SF-12, HAD, QIC, FIS, Zarit, Quiz and Vignettes (knowledge and skills about the disease), satisfaction questionnaire, Goal Attainment Scales. Results: Nineteen (19) patients (89% women, mean age: 39.2) were included and 9 relatives (78% men, mean age: 44.1). Participants were generally highly satisfied with the content and the organization of PrEduSED. Knowledge about the EDS and skills significantly improved (p < 0.001 for patients, p = 0.016 for relatives). QIC score improved significantly (p = 0.047) and FIS score also for the relationships domain (p = 0.05). At the end of the program, 69% of participants thought they had achieved their goals (mainly about acquiring knowledge and managing their treatment) beyond what they had hoped for; at 6 months, 54% felt they had achieved them beyond what they hoped for. Conclusions: Real success of PrEduSED for patients with hypermobile EDS in terms of recognition, satisfaction, increase of knowledge about the disease and adaptative skills.","PeriodicalId":268607,"journal":{"name":"Education thérapeutique du patient - Therapeutic patient education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132147280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Helping patients to learn: characteristics and types of users and uses of independent online forums on health problems and chronic conditions 帮助患者学习:关于健康问题和慢性疾病的独立在线论坛的用户和用途的特点和类型

Education thérapeutique du patient - Therapeutic patient education Pub Date : 2019-06-01 DOI: 10.1051/TPE/2019008

Carole Deccache, Thierry Hamon, M. Morsa, Vincent de Andrade, M. G. Albano, R. Gagnayre

{"title":"Helping patients to learn: characteristics and types of users and uses of independent online forums on health problems and chronic conditions","authors":"Carole Deccache, Thierry Hamon, M. Morsa, Vincent de Andrade, M. G. Albano, R. Gagnayre","doi":"10.1051/TPE/2019008","DOIUrl":"https://doi.org/10.1051/TPE/2019008","url":null,"abstract":"Background Patients are using online health forums (OHFs) to exchange about their health, diseases and treatments. Some OHFs are independent, not submitted to health care providers’ control nor to social desirability. This must probably influence the very nature of patient’s learning. Objectives: This research aims to bring some answers to the following questions: What are the characteristics of independent OHFs? What are OHF internaut patients’ profile? How do they use OHFs? Are there any characteristics that might help to understand their use of OHFs? Methods: A literature review has been undertaken querying 10 databases. The review was completed with an analysis of the “grey literature”. Eleven keywords were used singly or in combination. The article selection was conducted by two independent researchers. Results: 23 documents were selected and analysed. Five OHF definitions, three user’s classifications and four OHF uses were identified and analysed. Discussion: The review allowed us to 1) formulate a definition of a chronic health conditions oriented OHF, 2) describe its characteristics, 3) suggest a users’ classification and, 4) describe the four OHF uses. Conclusions: Independent OHF is a virtual and free space beyond institutional control. It may be considered as a learning and educational media, formal and informal, and spontaneous. The understanding of the knowledge acquisition processes and strategies among OHF users is necessary in order to use this web tool as patient education strategy.","PeriodicalId":268607,"journal":{"name":"Education thérapeutique du patient - Therapeutic patient education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121695444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Education models and acquisition of biotherapies safety skills in chronic inflammatory rheumatism 慢性炎症性风湿病的教育模式和生物疗法安全技能的获得

Education thérapeutique du patient - Therapeutic patient education Pub Date : 2019-06-01 DOI: 10.1051/TPE/2019004

F. Fayet, M. Rodère, C. Savel, B. Pereira, M. Soubrier, M. Couderc

{"title":"Education models and acquisition of biotherapies safety skills in chronic inflammatory rheumatism","authors":"F. Fayet, M. Rodère, C. Savel, B. Pereira, M. Soubrier, M. Couderc","doi":"10.1051/TPE/2019004","DOIUrl":"https://doi.org/10.1051/TPE/2019004","url":null,"abstract":"Introduction: The biotherapies prescribed to chronic inflammatory rheumatism patients carry risks, about which these patients must be informed. Objective: To evaluate which educational model is the best for maintaining optimal safety in terms of biotherapy self-management. Method: This observational retrospective monocentric study involved patients who had received therapeutic education while on biotherapy from 2009 to 2013, categorized in terms of the educational model received (information: M1, individual education: M2, in terms of the educational model received (information: M1, individual education: M2, individual and group education: M3) and given the Biosecure questionnaire (assessing their theoretical and practical understanding of biotherapy) to complete. Results: Overall, 222 patients were included (67% women, mean age: 53.9 years), 106 of whom had received M1, 88 M2, and 28 M3. The highest Biosecure scores were generated by young, female, employed, college-level educated patients, with the most recent diagnoses, and on intravenous biotherapies. The mean Biosecure score was 76.6 (±13.8) (min-max: 11.52–100). On multivariate analysis, the Biosecure total score was highest in the M3 group, compared to M1 (p = 0.02) and M2 (p = 0.04). Conclusion: The combination of individual and group education resulted in higher Biosecure scores than individual education or simply providing information.","PeriodicalId":268607,"journal":{"name":"Education thérapeutique du patient - Therapeutic patient education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128603447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

La revue ETP/TPE fête ses dix ans ! ETP/TPE杂志庆祝十周年!

Education thérapeutique du patient - Therapeutic patient education Pub Date : 2018-11-28 DOI: 10.1051/tpe/2018020

J. D'ivernois

引用次数: 0

Éducation thérapeutique hors programme : recensement et réflexion sur des critères de qualité 课程外治疗教育:质量标准的识别和反思

Education thérapeutique du patient - Therapeutic patient education Pub Date : 2018-11-23 DOI: 10.1051/TPE/2018016

X. D. L. Tribonnière, Brigitte Ait El Mahjoub, I. Samson, Fadoua Benslimane, Rahmouna Petit

{"title":"Éducation thérapeutique hors programme : recensement et réflexion sur des critères de qualité","authors":"X. D. L. Tribonnière, Brigitte Ait El Mahjoub, I. Samson, Fadoua Benslimane, Rahmouna Petit","doi":"10.1051/TPE/2018016","DOIUrl":"https://doi.org/10.1051/TPE/2018016","url":null,"abstract":"Introduction : Les activités éducatives ciblées ou hors programme (AEHP) ont été définies par la Haute Autorité de santé (HAS) pour la certification V2014 des établissements de santé. Méthode : Une enquête de terrain visant à recenser des AEHP a été réalisée au CHU de Montpellier. Nous avons d’abord identifié les AEHP de 2014 à 2017. Puis nous avons exploré leur structuration en demandant à des professionnels de santé (PS) de renseigner un questionnaire. Enfin, un travail collectif a été réalisé sur des critères de qualité pour une structuration des AEHP. Résultats : En janvier 2015, 84 AEHP ont été recensées, réévaluées à 92 en 2016. Sur 92 PS sollicités, 42 ont accepté l’entretien (46 %) en 2016–2017. On retrouvait : 67 % d’AEHP pour des maladies chroniques et 33 % pour des maladies aiguës, file active globale de 20 348 patients (5–50 000, médiane = 80), en augmentation (71 %), contenu éducatif plurithématique, pluriprofessionnalité (> 1 PS : 74 %), formation ETP 40 h (67 %), évaluation initiale des besoins du patient (90 % mini-diagnostic éducatif (DE)), supports éducatifs fréquents (83 %), rendu écrit de l’AEHP (76 %), autoévaluation annuelle (71 %). En 2017, on comptait dans le pôle de psychiatrie 23 offres de psychoéducation, hors ETP. Une liste de 10 critères de qualité pour structurer les AEHP est proposée : développer les compétences en ETP, > 1 PS portant l’AEHP, mini-DE, ≥ 1 outil pédagogique, traçabilité, écrit pour médecin traitant et patient, rendre visible les AEHP dans l’équipe, impliquer l’encadrement médical et paramédical, autoévaluer une fois par an l’AEHP, valoriser les AEHP dans l’institution. Conclusion : Il existe un continuum entre AEHP et programme d’ETP, ainsi qu’une complémentarité. La mise en visibilité et l’augmentation de la qualité des AEHP seraient profitables au patient et au développement de la culture éducative.","PeriodicalId":268607,"journal":{"name":"Education thérapeutique du patient - Therapeutic patient education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121145165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

La posture éducative, une pièce maîtresse au service de l’éducation thérapeutique du patient ! 教育姿态，是治疗性病人教育服务的基石!

Education thérapeutique du patient - Therapeutic patient education Pub Date : 2018-11-20 DOI: 10.1051/TPE/2018019

B. Pétré, Alban Peignot, R. Gagnayre, É. Bertin, O. Ziegler, M. Guillaume

{"title":"La posture éducative, une pièce maîtresse au service de l’éducation thérapeutique du patient !","authors":"B. Pétré, Alban Peignot, R. Gagnayre, É. Bertin, O. Ziegler, M. Guillaume","doi":"10.1051/TPE/2018019","DOIUrl":"https://doi.org/10.1051/TPE/2018019","url":null,"abstract":"Introduction : La posture éducative est considérée par plusieurs auteurs comme la pierre angulaire pour le développement des compétences des professionnels de santé en éducation thérapeutique du patient (ETP) et plus largement l’intégration de cette ETP dans les pratiques professionnelles. Cependant, le terme reste à clarifier au vu des constats de définition polysémique ou tout simplement d’absence de définition. Objectifs/contributions : Cet article décrit les enjeux autour de la définition, de la reconnaissance et du développement du concept de posture éducative. L’article propose également une caractérisation pragmatique du concept organisée autour de 7 dimensions : la relation au temps (le bon moment, le temps qu’il faut), les bénéfices de la pratique d’ETP (bien-être des professionnels de santé), les émotions et sentiments (qualité des échanges, partage), le caractère professionnel de l’ETP (compétences biomédicales et éducatives requises), l’approche globale et interdisciplinaire (complexité de la personne, intérêt d’un travail d’équipe), le caractère éducatif de la relation de soins (éducation intégrée aux soins) et la dimension éthique (réflexion jugée indispensable). Discussion/conclusion : Cette étude ouvre des perspectives de transformations des formations professionnelles, ainsi que des recherches orientées sur les interventions pédagogiques pour faire de cette posture éducative un objet d’apprentissage à part entière.","PeriodicalId":268607,"journal":{"name":"Education thérapeutique du patient - Therapeutic patient education","volume":"342 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134142122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

A 5-dimension patient education program targeting type 2 diabetes remission 针对2型糖尿病缓解的5维患者教育计划

Education thérapeutique du patient - Therapeutic patient education Pub Date : 2018-11-15 DOI: 10.1051/TPE/2018018

G. Lagger, J. Correia, P. Fernandes, F. Sittarame, A. Golay

{"title":"A 5-dimension patient education program targeting type 2 diabetes remission","authors":"G. Lagger, J. Correia, P. Fernandes, F. Sittarame, A. Golay","doi":"10.1051/TPE/2018018","DOIUrl":"https://doi.org/10.1051/TPE/2018018","url":null,"abstract":"Introduction: Type 2 diabetes (T2D) reversal has been demonstrated in patients undergoing bariatric surgery or low caloric diets. Objective: To investigate the effects of therapeutic patient education alone on T2D reversal in early diagnosed patients. Methods: Seventeen T2D patients underwent a one-week therapeutic education program, followed by 12 months of 1 hour sessions every month, targeting diabetes reversal. This reversal was determined using the DiaRem score which integrates glycated hemoglobin levels and antidiabetic drug treatment. Patient’s conceptions, perceptions and motivation were assessed using a 5-dimensional psychopedagogic score. Results: After 1 year, the mean HbA1C fell from 7.2% (± 1.9) to 6.2% (± 0.8) (p < 0.05), antidiabetic drug doses decreased by 25% (p < 0.05), and the DiaRem score increased by 15% (p < 0.01), indicating a reversal of the disease, not correlated to weight loss. At the end of the study, 15 out of 17 patients had excellent glycemic control (HbA1C < 7.0%) and 4 patients had parameters compatible with partial diabetes remission. A significant improvement in glycemic control coupled with a lowering of antidiabetic drug treatment was observed. Conclusions: Following an initial therapeutic education program and regular consultation sessions thereafter, early diagnosed patients may reverse their type 2 diabetes.","PeriodicalId":268607,"journal":{"name":"Education thérapeutique du patient - Therapeutic patient education","volume":"303 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114861848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Étude de faisabilité de la réalisation de cartes conceptuelles par des patients stabilisés atteints de schizophrénie 稳定精神分裂症患者实现概念图的可行性研究

Education thérapeutique du patient - Therapeutic patient education Pub Date : 2018-10-12 DOI: 10.1051/TPE/2018014

F. Augry-Guy, C. Marchand

{"title":"Étude de faisabilité de la réalisation de cartes conceptuelles par des patients stabilisés atteints de schizophrénie","authors":"F. Augry-Guy, C. Marchand","doi":"10.1051/TPE/2018014","DOIUrl":"https://doi.org/10.1051/TPE/2018014","url":null,"abstract":"Introduction : Les cartes conceptuelles, initialement développées dans les universités américaines à des fins d’aide aux apprentissages, sont également utilisées en éducation thérapeutique du patient. Leur utilisation en santé mentale n’a pas été retrouvée. Objectifs : Évaluer la faisabilité de la réalisation de cartes conceptuelles par des patients adultes stabilisés atteints de schizophrénie, analyser leur contenu et l’utilité potentielle dans le cadre d’actions éducatives. Méthode : Dans notre étude, 20 patients volontaires ont été inclus pour réaliser au cours d’un entretien individuel d’une heure une carte conceptuelle sur le thème « moi et mes traitements » Deux méthodes d’élaboration ont été testées. Résultats : La réalisation des cartes conceptuelles est possible par les patients atteints de schizophrénie, quel que soit le degré de leurs troubles cognitifs, sous réserve du respect de certaines conditions comme une bonne expérience de l’évaluateur et un moment propice pour la conduite des entretiens. La richesse des concepts évoqués laisse penser que cette méthode serait utile dans le cadre de l’éducation thérapeutique du patient. Conclusion : Cette étude montre la faisabilité des cartes conceptuelles dans le domaine de la santé mentale et ouvre des perspectives pour leur utilisation en éducation thérapeutique.","PeriodicalId":268607,"journal":{"name":"Education thérapeutique du patient - Therapeutic patient education","volume":"1860 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127678804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Évaluation quadriennale des programmes d’ETP en Île-de-France : un moyen de pilotage régional 在ile -de- france中对etp项目的四年评估:一种区域指导方法

Education thérapeutique du patient - Therapeutic patient education Pub Date : 2018-10-05 DOI: 10.1051/TPE/2018017

A. Margat, M. Giacopelli, Y. Hemon, P. Lombrail, R. Gagnayre

{"title":"Évaluation quadriennale des programmes d’ETP en Île-de-France : un moyen de pilotage régional","authors":"A. Margat, M. Giacopelli, Y. Hemon, P. Lombrail, R. Gagnayre","doi":"10.1051/TPE/2018017","DOIUrl":"https://doi.org/10.1051/TPE/2018017","url":null,"abstract":"Introduction : Dans le cadre de la première évaluation quadriennale des programmes d’Éducation Thérapeutique du Patient (ETP) en Île-de-France, l’agence régionale de santé d’Île-de-France a marqué sa volonté de décrire et d’analyser l’offre des programmes d’ETP initialement autorisés entre 2010 et début 2011. Méthode : L’étude s’est déroulé en deux temps à partir d’une démarche méthodologique mixte selon un design explicatif afin d’approfondir et expliquer les premiers résultats quantitatifs (obtenus par un traitement statistique des résultats au moyen de pourcentages) par des données qualitatives (à partir de focus groups). Résultats : Sur les 600 programmes franciliens autorisés entre 2010 et début 2011, 515 programmes ont été reconduits avec seulement 10 % d’arrêts après 4 ans. On constate une augmentation régulière du nombre de patients inclus dans les programmes d’ETP. L’offre est centrée sur Paris et la petite couronne par le simple fait que l’AP-HP est le principal promoteur de programmes. Trois quarts des programmes sont portés par des centres hospitaliers et seulement 18 % d’entre eux sont proposés en dehors. L’étude a confirmé le caractère multi professionnel et interdisciplinaire des programmes. Le soutien et la formation des équipes à l’évaluation des programmes d’ETP apparaissent comme une nécessité pour ces dernières. Discussion : L’investissement des acteurs de l’ETP est incontestable, tant par le nombre et la variété des programmes, les files actives de patients éduqués, que par la quantité de personnels mobilisés. Néanmoins, d’ETP est encore loin d’être homogène et équitablement répartie entre pathologies, les publics bénéficiaires, les territoires et les structures de soins. Ainsi, une telle étude questionne plus largement l’intégration de l’ETP dans une stratégie d’amélioration de la qualité de la prise en charge des maladies chroniques.","PeriodicalId":268607,"journal":{"name":"Education thérapeutique du patient - Therapeutic patient education","volume":"175 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130650395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Impact of an educative program on dialysis patients’ knowledge and mental health: controlled before and after program 教育计划对透析患者知识和心理健康的影响:计划前后对照

Education thérapeutique du patient - Therapeutic patient education Pub Date : 2018-10-03 DOI: 10.1051/TPE/2018015

L. Idier, A. Untas, N. Rascle, M. Koleck, Maider Aguirrezabal, C. Combe, P. Chauveau

{"title":"Impact of an educative program on dialysis patients’ knowledge and mental health: controlled before and after program","authors":"L. Idier, A. Untas, N. Rascle, M. Koleck, Maider Aguirrezabal, C. Combe, P. Chauveau","doi":"10.1051/TPE/2018015","DOIUrl":"https://doi.org/10.1051/TPE/2018015","url":null,"abstract":"Introduction:Psychological impact of Therapeutic Patient Education (TPE) for dialysis patients is rarely evaluated since the focus of many studies is on medical variables (i.e., adherence).Objectives:The aims of this study were: 1) to estimate the impact of a TPE program on knowledge, depression and anxiety, 2) to examine change in knowledge as a mediator of the effects of a TPE program on mental health.Method:This study was conducted in three hemodialysis units and comprised two groups: an experimental group with education and a control group with routine care. The program was based of 5 educative sessions. Knowledge, depressive and anxious symptoms were assessed with self-reported outcomes measured before and 3 months after the program.Results:The sample comprised 125 patients. Knowledge about vascular access and nutrition (p < 0.01) and depressive symptoms increased in the experimental group (p < 0.01). Analysis of mediation showed that changes in knowledge about vascular access were a significant mediator of the effects of the program on depressive symptoms (F = 4.90;p = 0.01).Discussion:Knowledge acquired during an educational program could lead to an emotional change. Improving knowledge often leads to an awareness of the risks that can modify the psychological state of patients by reminding them of their vulnerability. This study shows that it is required to be attentive to the way of transmitting knowledge. It’s necessary adapting this transmission to the needs of patients and promoting the acquisition of psychosocial competence too.Conclusion:This study shows that knowledge acquired during an educational program can lead to an emotional change in the short term. A long-term follow-up of the population should be interesting to observe these emotional effects.","PeriodicalId":268607,"journal":{"name":"Education thérapeutique du patient - Therapeutic patient education","volume":"1905 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133156055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0