Highlights
- •Atrial fibrillation (AF) patients have many knowledge gaps and misconceptions.
- •AF patient education should address patients' emotional needs.
- •AF patients' risk communication preferences are variable.
- •AF patients frequently consult the internet to find information.
- •AF patients have a positive attitude towards online and classroom education.
Abstract
Introduction
Patients' lack of knowledge is a key barrier to therapy adherence. We aimed to gather
insights into atrial fibrillation (AF) patients' education needs from patient and
clinician viewpoints.
Methods
We conducted a qualitative descriptive study using purposive sampling and semi-structured
interviews with AF patients and clinicians recruited from AF clinics. Data from patients
and clinicians were analyzed independently and iteratively through inductive qualitative
thematic analysis.
Results
Eleven clinicians and 10 patients were interviewed. Three themes emerged from analysis
of clinician data: (1) patients' knowledge gaps and misconceptions, (2) clinicians'
experiences teaching AF patients, and (3) clinicians' suggestions for AF education
programs. Four themes emerged from the patient data: (1) emotional appraisal of the
disease, (2) information seeking behavior, (3) knowledge gaps, and (4) education preferences.
A key finding was identification of the need for education that addresses patients'
unjustified anxieties by emphasizing that AF is not fatal, and that many patients
with AF live a normal life. Risk communication was identified as the most challenging
aspect of AF education. In synthesizing our findings, we developed evidence-based
recommendations for educational strategies for AF.
Conclusion
We found that AF patients have many knowledge gaps and misconceptions, significant
emotional education needs, and a positive attitude towards online and classroom education.
In synthesizing our findings, we developed evidence-based recommendations which can
inform the design of AF patient education programs and initiatives.
Keywords
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Article info
Publication history
Published online: November 16, 2018
Accepted:
November 15,
2018
Received in revised form:
August 13,
2018
Received:
July 10,
2018
Identification
Copyright
© 2018 Elsevier Ltd. All rights reserved.
