Patient Education and Counseling最新文献

{"title":"Using Black patients’ experiences to develop coding frameworks for racialized communication in healthcare","authors":"Ebiere D. Okah, Sonya S. Brady, Nao Hagiwara","doi":"10.1016/j.pec.2025.109445","DOIUrl":"10.1016/j.pec.2025.109445","url":null,"abstract":"","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"144 ","pages":"Article 109445"},"PeriodicalIF":3.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145716451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Expanding horizons: Introducing PEC Global","authors":"Gabriela Lima de Melo Ghisi , Richard Street Jr, Kirsten McCaffery","doi":"10.1016/j.pec.2025.109460","DOIUrl":"10.1016/j.pec.2025.109460","url":null,"abstract":"","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"144 ","pages":"Article 109460"},"PeriodicalIF":3.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145791241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adapting diabetes education for neurodiverse patients: A COM-B framework analysis of type 1 diabetes and attention deficit hyperactivity disorder","authors":"Elise Chivoret ,&nbsp;Nader Perroud ,&nbsp;Zoltan Pataky ,&nbsp;Karim Gariani ,&nbsp;Jorge César Correia","doi":"10.1016/j.pec.2025.109448","DOIUrl":"10.1016/j.pec.2025.109448","url":null,"abstract":"<div><h3>Objective</h3><div>To highlight the unique challenges faced by individuals with co-occurring Type 1 Diabetes (T1D) and Attention Deficit Hyperactivity Disorder (ADHD), and to advocate for the adaptation of Therapeutic Patient Education (TPE) through tailored strategies and interdisciplinary care models.</div></div><div><h3>Methods</h3><div>Using the COM-B model (Capability, Opportunity, Motivation – Behavior) as an analytical framework, we explore how executive dysfunction in ADHD impacts diabetes self-management. Drawing on current literature, clinical insights, and behavioral theory, the article identifies barriers to effective care and proposes adaptations to TPE that better address cognitive and behavioral needs.</div></div><div><h3>Results</h3><div>Executive function deficits in ADHD impair psychological capability to perform essential diabetes management tasks, while limited access to mental health integration and inadequate caregiver involvement reduce environmental opportunity. Motivational challenges are compounded by repeated experiences of perceived “non-compliance.” Tailored education strategies, including simplified routines, technological supports, structured environments, and affirming communication can enhance engagement and outcomes. Interdisciplinary collaboration is critical to implementing these adaptations.</div></div><div><h3>Conclusion</h3><div>Current TPE models are not fully equipped to serve patients with both T1D and ADHD. Integrating cognitive screening, personalized education techniques, and cross-disciplinary expertise can close this gap. By embracing neurodiversity in chronic disease education, health systems can move toward more equitable and effective care for all.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"144 ","pages":"Article 109448"},"PeriodicalIF":3.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145769727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Components of empathy: A Delphi study","authors":"Monika Byrne,&nbsp;Svetlana Daly,&nbsp;Clare M. McCann,&nbsp;Anna Miles","doi":"10.1016/j.pec.2025.109430","DOIUrl":"10.1016/j.pec.2025.109430","url":null,"abstract":"<div><h3>Objectives</h3><div>The aim of this study was to define the components of empathy in the helping professions through group discussion between experts who rely on empathy in their work.</div></div><div><h3>Methods</h3><div>In round 1 of the three round online Delphi study, we developed the draft definition based on healthcare education, affective neuroscience and psychology literature on empathy. Professionals practising in New Zealand and Australia in the fields of medicine, nursing, allied health, psychology, counselling, social work and education were invited to participate. In round 2, participants indicated their agreement with empathy components and suggested improvements. In round 3, experts received a summary of the group responses and rated the modified empathy components. Threshold for inclusion of components in the final definition was 70 % agreement.</div></div><div><h3>Results</h3><div>Forty-three experts participated in round 2 and 25 in round 3. In round 2, 8 out of 12 components achieved 70 % agreement. Having considered participant feedback, multiple versions of some components were included in round 3 to improve their phrasing. Four components below the agreement threshold were updated and included in round 3, together with 3 new components.</div></div><div><h3>Conclusions</h3><div>The resulting definition of empathy focuses on sustainable ways empathy can be shown and the skills this capacity relies on. The components and sub-skills of empathy are self-reflection, which helps process empathic encounters and learn from them for the future; emotional intelligence, including self-regulation of emotions; self-awareness, specifically of own biases; avoiding judgement; active listening; and helpful action, understood as knowing what to do or say that another person may find helpful in a particular situation, especially when it is not possible to confirm their needs. The resulting empathy definition, highlighting its underlying skills, can guide the development of empathy fostering educational programs and the creation of measures that accurately reflect students’ proficiency in these skills.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"144 ","pages":"Article 109430"},"PeriodicalIF":3.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145665652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing decision aid use and shared-decision making in breast cancer screening: A scoping review","authors":"Rama Alkhaldi ,&nbsp;Neha Pathak ,&nbsp;Victoria Mintsopoulos ,&nbsp;Rouhi Fazelzad ,&nbsp;Sarina Schrager ,&nbsp;Patricia Villain ,&nbsp;Noah Ivers ,&nbsp;Michelle B. Nadler","doi":"10.1016/j.pec.2025.109443","DOIUrl":"10.1016/j.pec.2025.109443","url":null,"abstract":"<div><h3>Objectives</h3><div>International guidelines vary regarding the age range for mammography screening for women at average breast cancer risk; however, all note the importance of shared-decision making (SDM). Decision Aids (DAs) are evidence-based materials demonstrated to facilitate SDM and improve decisional conflict. The integration of SDM/DA is crucial to support patient-informed choice; however, little is known related to their implementation to clinical practice.</div></div><div><h3>Methods</h3><div>This scoping review searched nine bibliographic databases from January 2010 to May 2023. Inclusion criteria: studies targeting providers and/or women at average risk of developing breast cancer, implementing SDM and/or DA regarding breast cancer screening, and must include at least one implementation outcome. Data were extracted on study design, intervention details, primary outcome, and all implementation outcomes. Studies were coded as efficacy, effectiveness, or implementation. Implementation strategies were coded using Expert Recommendations for Implementing Change (ERIC) and strategies used to change clinical behaviors were coded using Behavior Change Techniques (BCTs) taxonomy.</div></div><div><h3>Results</h3><div>The search yielded 10,383 records: 22 studies met the inclusion criteria, 2 targeting providers, 16 targeting patients, and 4 targeting both. Studies were classified as follows (provider cohort; patient cohort): efficacy (0/6,0 %; 8/20,40 %), effectiveness (4/6,67 %; 10/20,50 %), and primary implementation (1/6,17 %; 1/20,5 %). In the provider cohort, acceptability was assessed in 6/6(100 %), adoption in 2/6(33 %), feasibility in 2/6(33 %), appropriateness and sustainability in 1/6(17 %). In the patient cohort, acceptability was assessed in 20/20(100 %), feasibility in 3/20(15 %), appropriateness in 3/20(15 %), adoption in 1/20(5 %). DAs demonstrated moderate-to-excellent acceptability. BCTs commonly employed include shaping knowledge, natural consequences, and comparison of outcomes. Implementation strategies frequently used include developing and distributing educational materials.</div></div><div><h3>Practice implications</h3><div>SDM/DAs appear acceptable to patients and providers; however, these tools can only help if they are used as intended. More primary implementation studies, to evaluate and understand the optimal strategies for implementation of SDM/DA in these healthcare settings.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"144 ","pages":"Article 109443"},"PeriodicalIF":3.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145685644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How does addressing diabetes distress lead to positive glycemic change? Results from the EMBARK trial","authors":"Lawrence Fisher ,&nbsp;Susan Guzman ,&nbsp;William H. Polonsky ,&nbsp;Lisa Strycker ,&nbsp;Katherine Greenberg ,&nbsp;Danielle M. Hessler","doi":"10.1016/j.pec.2025.108748","DOIUrl":"10.1016/j.pec.2025.108748","url":null,"abstract":"<div><h3>Objective</h3><div>To document the effectiveness of diabetes distress (DD) interventions and to suggest how the improvements in DD, documented in a previous report, led to improved glycemic outcomes.</div></div><div><h3>Methods</h3><div>Individuals with T1D (<em>n</em> = 276) with elevated DD (&gt;2 on T1 Diabetes Distress Scale) and HbA1c (&gt;7.5 %) were assigned to: (1) StreamLine, a diabetes self-management program; (2) TunedIn, an ACT-based (Acceptance and Commitment Therapy), emotion-focused DD program; or (3) FixIt, an integration of Streamline and TunedIn. Previous research had shown reduced DD (Stage 1) and improved glycemic outcomes (Stage 4) from baseline to 12-months. Here we assess two intermediate stages: adoption of a new emotional perspective (Stage 2) and improvements in diabetes-related problem solving (Stage 3). A structural equation model was specified to evaluate a hypothesized, 4-stage model of change.</div></div><div><h3>Results</h3><div>Improvements occurred in all three interventions at all 4 stages. TunedIn and FixIt, however, compared to StreamLine, displayed greater improvements in Stages 1 through 3; while StreamLine and TunedIn displayed greater improvements in glycemic outcomes than FixIt. Associations between reductions in DD and glycemic change were explained through improvements in emotional perspective taking and problem solving.</div></div><div><h3>Conclusion</h3><div>Although all three intervention groups showed improvement, TunedIn demonstrated the most comprehensive benefits. Findings indicate how reductions in diabetes distress, documented in a previous report, are linked with improved glycemic outcomes through changes in emotional perspective-taking, which then allow for improved diabetes-related problem solving. This sequence can form the basis for designing effective intervention programs to reduce DD and improve overall diabetes management.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"144 ","pages":"Article 108748"},"PeriodicalIF":3.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"This wasn’t the first time I had heard those words as a third-year medical student: “You have breast cancer”","authors":"Manasicha Wongpaiboon","doi":"10.1016/j.pec.2025.109452","DOIUrl":"10.1016/j.pec.2025.109452","url":null,"abstract":"","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"144 ","pages":"Article 109452"},"PeriodicalIF":3.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145791296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical providers and biogenetic messages about depression: A vignette experiment","authors":"Hans S. Schroder ,&nbsp;Sarah Bommarito","doi":"10.1016/j.pec.2025.109463","DOIUrl":"10.1016/j.pec.2025.109463","url":null,"abstract":"<div><h3>Objectives</h3><div>Healthcare providers play an important role in educating patients about the causes of their problems. Certain narratives, such as the chemical imbalance explanation of depression, are overly simplistic and may decrease hope for recovery and increase stigma by triggering cognitive biases about the perceived permanence of biological causes. However, no previous studies have surveyed medical providers on their use of biogenetic messaging (messages that imply a biological, chemical, or genetic cause) to patients, nor has any research studied the conditions under which these messages are more likely to be invoked.</div></div><div><h3>Methods</h3><div>In this online, pre-registered vignette experiment, we randomized 396 medical providers (physicians and medical students) to read one of two vignettes of a woman experiencing significant depressive symptoms: one in which her depression was precipitated by a significant loss (Trigger condition) and one in which no clear cause for depression was provided (No-trigger condition). We hypothesized that the no-trigger condition would lead to H1) more biogenetic language communicated to the patient and H2) more recommendations for medication and hospitalization. H3 predicted that pre-manipulation biogenetic beliefs would correlate with medication recommendations.</div></div><div><h3>Results</h3><div>In line with hypothesis H1, providers exposed to the “no-trigger” vignette were more likely to focus their conversation using biogenetic language. However, Hypotheses 2 and 3 were unsupported – participants in the “no-trigger” condition were no more likely to recommend medication or hospitalization (H2) and pre-manipulation beliefs did not correlate with treatment recommendations (H3). Exploratory analyses revealed that the tendency to use biogenetic language was correlated with efforts to reduce patient blame.</div></div><div><h3>Conclusions</h3><div>Healthcare providers are more likely to use biogenetic narratives when the cause of a patient’s depression is unclear.</div></div><div><h3>Practice implications</h3><div>Clinicians should be mindful of the lure of biogenetic messaging, especially when the cause of depression is unclear and they want to reduce blame.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"144 ","pages":"Article 109463"},"PeriodicalIF":3.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145828903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of a complex intervention to support patients managing cystic fibrosis diabetes","authors":"Sarah Collins ,&nbsp;Andrew Jones ,&nbsp;Rita Forde ,&nbsp;Sue Woodward","doi":"10.1016/j.pec.2025.109407","DOIUrl":"10.1016/j.pec.2025.109407","url":null,"abstract":"<div><h3>Objectives</h3><div>Cystic fibrosis diabetes (CFD) is the most common co-morbidity affecting nearly half of adults with cystic fibrosis over 30 years. Contrary to UK clinical guidelines there are currently no self-management education programmes for people with CFD. The aim of this paper is to describe the development of a self-management education programme for people with CFD.</div></div><div><h3>Methods</h3><div>this study was guided by the Medical Research Council framework for developing and evaluating complex interventions. Programme development took part in three phases: identifying the evidence base, identifying/developing theory, and modelling process and outcomes. A stakeholder development group, consisting of expert healthcare professionals and people with CFD, were actively involved in the development of this intervention.</div></div><div><h3>Results</h3><div>Together with the stakeholder development group, we developed a self-management education programme for people with CFD. The MAGIC (managing abnormal glucose in CF) programme consists of four web-based modules: CF beginner, CF improver, CF advancer and CF wizard and is designed as a patient focussed, staged approach to learning. The MAGIC programme was highly regarded by the participants who reviewed it and all identified technological problems, omissions, errors and comprehension difficulties were addressed before face validity was established.</div></div><div><h3>Conclusions</h3><div>The MRC framework was successfully applied to develop the MAGIC programme, a unique web-based self-management education programme for people with CFD. It is grounded in evidence generated from a qualitative systematic review, qualitative interviews and shared experiences of people with CFD and healthcare professional expert in the management of CFD.</div></div><div><h3>Practice implications</h3><div>With improvements in survival observed in the CF population it is imperatives that resources are available to support the effective management of CFD effective. The MAGIC programme was well received by individuals with CFD. It requires further adaptations prior to further studies to demonstrate its efficacy for use in clinical practice.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"143 ","pages":"Article 109407"},"PeriodicalIF":3.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-designing peer-to-peer support in oncology: A participatory study on the development of the PaRole OncO France model","authors":"Yaël Busnel ,&nbsp;Ibtissem Ben Dridi ,&nbsp;Mathilde Lochmann ,&nbsp;Laurie Panse ,&nbsp;Stéphane Cognon ,&nbsp;Claude Ganter ,&nbsp;Sarah Prudhomme ,&nbsp;Anne Termoz ,&nbsp;Pascale Sontag ,&nbsp;Pauline Maisani ,&nbsp;Aurélien Troisoeufs ,&nbsp;Emmanuelle Jouet ,&nbsp;Véronique Christophe ,&nbsp;Marie Preau ,&nbsp;Marie-Pascale Pomey ,&nbsp;Julie Haesebaert","doi":"10.1016/j.pec.2025.109415","DOIUrl":"10.1016/j.pec.2025.109415","url":null,"abstract":"<div><h3>Objectives</h3><div>Accompanying Patients (APs) are individuals with lived experience of cancer who provide emotional, informational, and navigational support to patients. However, peer-to-peer support interventions in oncology remain inconsistently developed and rarely integrated into clinical practice in France. This study aims (1) to co-design a context-sensitive peer-to-peer support intervention for oncology units, (2) to identify institutional enablers and barriers to implementation, and (3) to develop tailored implementation pathways using implementation science frameworks.</div></div><div><h3>Methods</h3><div>A multi-site participatory study was conducted in nine oncology units across four French healthcare institutions. Eight patient partners were involved as co-researchers contributing to study design, facilitation of co-design workshops, and iterative model refinement. A structured co-design methodology guided four interactive workshops per unit. Data were collected through workshop materials, observation notes, and co-researcher reflections, and analyzed thematically using the Consolidated Framework for Implementation Research (CFIR) framework, and the resulting intervention was described using the Template for Intervention Description and Replication (TIDieR).</div></div><div><h3>Results</h3><div>Twenty workshops involving 60 stakeholders (APs, healthcare professionals and managers) resulted in the co-construction of a peer-to-peer support model aligned with local care structures. Three key outputs emerged: (1) a shared definition of the APs role, including expected psychosocial competencies and training needs; (2) identification of institutional enablers and barriers to implementation, such as leadership support, physical environment constraints, and role legitimacy; and (3) tailored implementation pathways, including onboarding, supervision, and integration into care processes. The resulting PaRole OncO France (PROOF) model was designed to be adaptable while preserving core components.</div></div><div><h3>Conclusion</h3><div>This study demonstrates the feasibility and value of co-designing a peer-to-peer support intervention in oncology, grounded in lived experience and local context.</div></div><div><h3>Practice implications</h3><div>The PROOF model offers a replicable framework for integrating APs into cancer care teams. Findings provide actionable guidance for institutions seeking to implement sustainable, patient-partnered peer-to-peer support programs.</div></div>","PeriodicalId":49714,"journal":{"name":"Patient Education and Counseling","volume":"143 ","pages":"Article 109415"},"PeriodicalIF":3.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145580508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}