Difference between revisions of "Halpin2020"
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|Language=English | |Language=English | ||
|Journal=Innovation in Aging | |Journal=Innovation in Aging | ||
| − | |Number= | + | |Volume=4 |
| + | |Number=S1 | ||
| + | |Pages=688 | ||
|URL=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7742482/ | |URL=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7742482/ | ||
|DOI=10.1093/geroni/igaa057.2403 | |DOI=10.1093/geroni/igaa057.2403 | ||
|Abstract=Successful implementation of patient medical education is contingent on the communication strategies used by nurses, patients, and caregivers. Applied conversation analysis (A-CA) is a sociological and linguistic technique aimed at understanding how interaction is accomplished. In this demonstration of A-CA, the authors draw on an 18-month iterative-formative evaluation of patient education that precedes autologous stem cell transplant for persons diagnosed with multiple myeloma (N=70), a type of cancer which disproportionately impacts older adults. In this study, patients and caregivers received supplemental education videos before their formal education session with a nurse coordinator. Using A-CA, we examined how nurses, patients, and caregivers orient toward the videos; including demonstrated knowledge by patients and caregivers. Nurses justified repeating topics from the videos. Through a focus on the function that language plays in sequences of interaction, it may be possible to determine strategies for improving patient education, and, consequently positively impact patient care.. | |Abstract=Successful implementation of patient medical education is contingent on the communication strategies used by nurses, patients, and caregivers. Applied conversation analysis (A-CA) is a sociological and linguistic technique aimed at understanding how interaction is accomplished. In this demonstration of A-CA, the authors draw on an 18-month iterative-formative evaluation of patient education that precedes autologous stem cell transplant for persons diagnosed with multiple myeloma (N=70), a type of cancer which disproportionately impacts older adults. In this study, patients and caregivers received supplemental education videos before their formal education session with a nurse coordinator. Using A-CA, we examined how nurses, patients, and caregivers orient toward the videos; including demonstrated knowledge by patients and caregivers. Nurses justified repeating topics from the videos. Through a focus on the function that language plays in sequences of interaction, it may be possible to determine strategies for improving patient education, and, consequently positively impact patient care.. | ||
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Latest revision as of 03:44, 16 August 2023
| Halpin2020 | |
|---|---|
| BibType | ARTICLE |
| Key | Halpin2020 |
| Author(s) | Sean Halpin, Kathryn Roulston, Michael Konomos |
| Title | Using Applied Conversation Analysis in Medical Education |
| Editor(s) | |
| Tag(s) | EMCA, Medical education, Applied CA, Cancer, Intervention |
| Publisher | |
| Year | 2020 |
| Language | English |
| City | |
| Month | |
| Journal | Innovation in Aging |
| Volume | 4 |
| Number | S1 |
| Pages | 688 |
| URL | Link |
| DOI | 10.1093/geroni/igaa057.2403 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Successful implementation of patient medical education is contingent on the communication strategies used by nurses, patients, and caregivers. Applied conversation analysis (A-CA) is a sociological and linguistic technique aimed at understanding how interaction is accomplished. In this demonstration of A-CA, the authors draw on an 18-month iterative-formative evaluation of patient education that precedes autologous stem cell transplant for persons diagnosed with multiple myeloma (N=70), a type of cancer which disproportionately impacts older adults. In this study, patients and caregivers received supplemental education videos before their formal education session with a nurse coordinator. Using A-CA, we examined how nurses, patients, and caregivers orient toward the videos; including demonstrated knowledge by patients and caregivers. Nurses justified repeating topics from the videos. Through a focus on the function that language plays in sequences of interaction, it may be possible to determine strategies for improving patient education, and, consequently positively impact patient care..
Notes
