Evaluation of structured patient education in occupational skin diseases: a systematic assessment of the disease-specific knowledge
Purpose The aim of this study was to evaluate the effectiveness of patient education in occupational skin diseases (OSD) regarding changes of the disease-specific knowledge. Methods One hundred and five patients participated in structured patient education as part of an interdisciplinary outpatient...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Wilke, Annika [verfasserIn] Gediga, Kathrin [verfasserIn] John, Swen Malte [verfasserIn] Wulfhorst, Britta [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2014 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: International archives of occupational and environmental health - Berlin : Springer, 1930, 87(2014), 8 vom: 31. Jan., Seite 861-869 |
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| Übergeordnetes Werk: |
volume:87 ; year:2014 ; number:8 ; day:31 ; month:01 ; pages:861-869 |
| Links: |
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| DOI / URN: |
10.1007/s00420-014-0926-9 |
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| Katalog-ID: |
SPR005495504 |
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| 520 | |a Purpose The aim of this study was to evaluate the effectiveness of patient education in occupational skin diseases (OSD) regarding changes of the disease-specific knowledge. Methods One hundred and five patients participated in structured patient education as part of an interdisciplinary outpatient prevention measure. In a prospective one-group pre–post-design, the disease-specific knowledge was assessed with the validated “Occupational Skin Diseases Knowledge Questionnaire” (OSD-KQ) before (T0) and after the intervention (T1). A subcohort (n = 68) was examined 2–3 months later (T2). Results The mean OSD-KQ score significantly improved from 38.5 (59.2 % of correct answers, T0) to 55.6 (85.5 % of correct answers, T1). A pronounced heterogeneity was observed among the participants regarding the pre-interventional knowledge (10.8–84.6 % of correct answers, T0) and the individual knowledge gain. Patients who worked in health-related occupations scored significantly higher. Age and sex did not influence the knowledge. In a subcohort, a significantly improved disease-specific knowledge of 52.3 (80.5 % of correct answers) could still be found 2–3 months after the intervention (T2). Conclusions Structured patient education significantly improves the disease-specific knowledge in patients with OSD. The study indicates not only positive short- but also sustainable long-term effects on the knowledge gain. The OSD-KQ can serve as a tool to evaluate and improve patient education. Health educators need to be aware of the heterogeneity regarding the participants’ knowledge and take this into account during educational practice. Additional counseling may be necessary to meet the individual learners’ needs. | ||
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| 650 | 4 | |a Occupational skin diseases |7 (dpeaa)DE-He213 | |
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| 650 | 4 | |a Skin protection |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Evaluation |7 (dpeaa)DE-He213 | |
| 700 | 1 | |a Gediga, Kathrin |e verfasserin |4 aut | |
| 700 | 1 | |a John, Swen Malte |e verfasserin |4 aut | |
| 700 | 1 | |a Wulfhorst, Britta |e verfasserin |4 aut | |
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10.1007/s00420-014-0926-9 doi (DE-627)SPR005495504 (SPR)s00420-014-0926-9-e DE-627 ger DE-627 rakwb eng 610 ASE 44.12 bkl 44.13 bkl Wilke, Annika verfasserin aut Evaluation of structured patient education in occupational skin diseases: a systematic assessment of the disease-specific knowledge 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Purpose The aim of this study was to evaluate the effectiveness of patient education in occupational skin diseases (OSD) regarding changes of the disease-specific knowledge. Methods One hundred and five patients participated in structured patient education as part of an interdisciplinary outpatient prevention measure. In a prospective one-group pre–post-design, the disease-specific knowledge was assessed with the validated “Occupational Skin Diseases Knowledge Questionnaire” (OSD-KQ) before (T0) and after the intervention (T1). A subcohort (n = 68) was examined 2–3 months later (T2). Results The mean OSD-KQ score significantly improved from 38.5 (59.2 % of correct answers, T0) to 55.6 (85.5 % of correct answers, T1). A pronounced heterogeneity was observed among the participants regarding the pre-interventional knowledge (10.8–84.6 % of correct answers, T0) and the individual knowledge gain. Patients who worked in health-related occupations scored significantly higher. Age and sex did not influence the knowledge. In a subcohort, a significantly improved disease-specific knowledge of 52.3 (80.5 % of correct answers) could still be found 2–3 months after the intervention (T2). Conclusions Structured patient education significantly improves the disease-specific knowledge in patients with OSD. The study indicates not only positive short- but also sustainable long-term effects on the knowledge gain. The OSD-KQ can serve as a tool to evaluate and improve patient education. Health educators need to be aware of the heterogeneity regarding the participants’ knowledge and take this into account during educational practice. Additional counseling may be necessary to meet the individual learners’ needs. Patient education (dpeaa)DE-He213 Occupational skin diseases (dpeaa)DE-He213 Knowledge questionnaire (dpeaa)DE-He213 Skin protection (dpeaa)DE-He213 Evaluation (dpeaa)DE-He213 Gediga, Kathrin verfasserin aut John, Swen Malte verfasserin aut Wulfhorst, Britta verfasserin aut Enthalten in International archives of occupational and environmental health Berlin : Springer, 1930 87(2014), 8 vom: 31. Jan., Seite 861-869 (DE-627)25372421X (DE-600)1459213-7 1432-1246 nnns volume:87 year:2014 number:8 day:31 month:01 pages:861-869 https://dx.doi.org/10.1007/s00420-014-0926-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.12 ASE 44.13 ASE AR 87 2014 8 31 01 861-869 |
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10.1007/s00420-014-0926-9 doi (DE-627)SPR005495504 (SPR)s00420-014-0926-9-e DE-627 ger DE-627 rakwb eng 610 ASE 44.12 bkl 44.13 bkl Wilke, Annika verfasserin aut Evaluation of structured patient education in occupational skin diseases: a systematic assessment of the disease-specific knowledge 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Purpose The aim of this study was to evaluate the effectiveness of patient education in occupational skin diseases (OSD) regarding changes of the disease-specific knowledge. Methods One hundred and five patients participated in structured patient education as part of an interdisciplinary outpatient prevention measure. In a prospective one-group pre–post-design, the disease-specific knowledge was assessed with the validated “Occupational Skin Diseases Knowledge Questionnaire” (OSD-KQ) before (T0) and after the intervention (T1). A subcohort (n = 68) was examined 2–3 months later (T2). Results The mean OSD-KQ score significantly improved from 38.5 (59.2 % of correct answers, T0) to 55.6 (85.5 % of correct answers, T1). A pronounced heterogeneity was observed among the participants regarding the pre-interventional knowledge (10.8–84.6 % of correct answers, T0) and the individual knowledge gain. Patients who worked in health-related occupations scored significantly higher. Age and sex did not influence the knowledge. In a subcohort, a significantly improved disease-specific knowledge of 52.3 (80.5 % of correct answers) could still be found 2–3 months after the intervention (T2). Conclusions Structured patient education significantly improves the disease-specific knowledge in patients with OSD. The study indicates not only positive short- but also sustainable long-term effects on the knowledge gain. The OSD-KQ can serve as a tool to evaluate and improve patient education. Health educators need to be aware of the heterogeneity regarding the participants’ knowledge and take this into account during educational practice. Additional counseling may be necessary to meet the individual learners’ needs. Patient education (dpeaa)DE-He213 Occupational skin diseases (dpeaa)DE-He213 Knowledge questionnaire (dpeaa)DE-He213 Skin protection (dpeaa)DE-He213 Evaluation (dpeaa)DE-He213 Gediga, Kathrin verfasserin aut John, Swen Malte verfasserin aut Wulfhorst, Britta verfasserin aut Enthalten in International archives of occupational and environmental health Berlin : Springer, 1930 87(2014), 8 vom: 31. Jan., Seite 861-869 (DE-627)25372421X (DE-600)1459213-7 1432-1246 nnns volume:87 year:2014 number:8 day:31 month:01 pages:861-869 https://dx.doi.org/10.1007/s00420-014-0926-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.12 ASE 44.13 ASE AR 87 2014 8 31 01 861-869 |
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10.1007/s00420-014-0926-9 doi (DE-627)SPR005495504 (SPR)s00420-014-0926-9-e DE-627 ger DE-627 rakwb eng 610 ASE 44.12 bkl 44.13 bkl Wilke, Annika verfasserin aut Evaluation of structured patient education in occupational skin diseases: a systematic assessment of the disease-specific knowledge 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Purpose The aim of this study was to evaluate the effectiveness of patient education in occupational skin diseases (OSD) regarding changes of the disease-specific knowledge. Methods One hundred and five patients participated in structured patient education as part of an interdisciplinary outpatient prevention measure. In a prospective one-group pre–post-design, the disease-specific knowledge was assessed with the validated “Occupational Skin Diseases Knowledge Questionnaire” (OSD-KQ) before (T0) and after the intervention (T1). A subcohort (n = 68) was examined 2–3 months later (T2). Results The mean OSD-KQ score significantly improved from 38.5 (59.2 % of correct answers, T0) to 55.6 (85.5 % of correct answers, T1). A pronounced heterogeneity was observed among the participants regarding the pre-interventional knowledge (10.8–84.6 % of correct answers, T0) and the individual knowledge gain. Patients who worked in health-related occupations scored significantly higher. Age and sex did not influence the knowledge. In a subcohort, a significantly improved disease-specific knowledge of 52.3 (80.5 % of correct answers) could still be found 2–3 months after the intervention (T2). Conclusions Structured patient education significantly improves the disease-specific knowledge in patients with OSD. The study indicates not only positive short- but also sustainable long-term effects on the knowledge gain. The OSD-KQ can serve as a tool to evaluate and improve patient education. Health educators need to be aware of the heterogeneity regarding the participants’ knowledge and take this into account during educational practice. Additional counseling may be necessary to meet the individual learners’ needs. Patient education (dpeaa)DE-He213 Occupational skin diseases (dpeaa)DE-He213 Knowledge questionnaire (dpeaa)DE-He213 Skin protection (dpeaa)DE-He213 Evaluation (dpeaa)DE-He213 Gediga, Kathrin verfasserin aut John, Swen Malte verfasserin aut Wulfhorst, Britta verfasserin aut Enthalten in International archives of occupational and environmental health Berlin : Springer, 1930 87(2014), 8 vom: 31. Jan., Seite 861-869 (DE-627)25372421X (DE-600)1459213-7 1432-1246 nnns volume:87 year:2014 number:8 day:31 month:01 pages:861-869 https://dx.doi.org/10.1007/s00420-014-0926-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.12 ASE 44.13 ASE AR 87 2014 8 31 01 861-869 |
| allfieldsGer |
10.1007/s00420-014-0926-9 doi (DE-627)SPR005495504 (SPR)s00420-014-0926-9-e DE-627 ger DE-627 rakwb eng 610 ASE 44.12 bkl 44.13 bkl Wilke, Annika verfasserin aut Evaluation of structured patient education in occupational skin diseases: a systematic assessment of the disease-specific knowledge 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Purpose The aim of this study was to evaluate the effectiveness of patient education in occupational skin diseases (OSD) regarding changes of the disease-specific knowledge. Methods One hundred and five patients participated in structured patient education as part of an interdisciplinary outpatient prevention measure. In a prospective one-group pre–post-design, the disease-specific knowledge was assessed with the validated “Occupational Skin Diseases Knowledge Questionnaire” (OSD-KQ) before (T0) and after the intervention (T1). A subcohort (n = 68) was examined 2–3 months later (T2). Results The mean OSD-KQ score significantly improved from 38.5 (59.2 % of correct answers, T0) to 55.6 (85.5 % of correct answers, T1). A pronounced heterogeneity was observed among the participants regarding the pre-interventional knowledge (10.8–84.6 % of correct answers, T0) and the individual knowledge gain. Patients who worked in health-related occupations scored significantly higher. Age and sex did not influence the knowledge. In a subcohort, a significantly improved disease-specific knowledge of 52.3 (80.5 % of correct answers) could still be found 2–3 months after the intervention (T2). Conclusions Structured patient education significantly improves the disease-specific knowledge in patients with OSD. The study indicates not only positive short- but also sustainable long-term effects on the knowledge gain. The OSD-KQ can serve as a tool to evaluate and improve patient education. Health educators need to be aware of the heterogeneity regarding the participants’ knowledge and take this into account during educational practice. Additional counseling may be necessary to meet the individual learners’ needs. Patient education (dpeaa)DE-He213 Occupational skin diseases (dpeaa)DE-He213 Knowledge questionnaire (dpeaa)DE-He213 Skin protection (dpeaa)DE-He213 Evaluation (dpeaa)DE-He213 Gediga, Kathrin verfasserin aut John, Swen Malte verfasserin aut Wulfhorst, Britta verfasserin aut Enthalten in International archives of occupational and environmental health Berlin : Springer, 1930 87(2014), 8 vom: 31. Jan., Seite 861-869 (DE-627)25372421X (DE-600)1459213-7 1432-1246 nnns volume:87 year:2014 number:8 day:31 month:01 pages:861-869 https://dx.doi.org/10.1007/s00420-014-0926-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.12 ASE 44.13 ASE AR 87 2014 8 31 01 861-869 |
| allfieldsSound |
10.1007/s00420-014-0926-9 doi (DE-627)SPR005495504 (SPR)s00420-014-0926-9-e DE-627 ger DE-627 rakwb eng 610 ASE 44.12 bkl 44.13 bkl Wilke, Annika verfasserin aut Evaluation of structured patient education in occupational skin diseases: a systematic assessment of the disease-specific knowledge 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Purpose The aim of this study was to evaluate the effectiveness of patient education in occupational skin diseases (OSD) regarding changes of the disease-specific knowledge. Methods One hundred and five patients participated in structured patient education as part of an interdisciplinary outpatient prevention measure. In a prospective one-group pre–post-design, the disease-specific knowledge was assessed with the validated “Occupational Skin Diseases Knowledge Questionnaire” (OSD-KQ) before (T0) and after the intervention (T1). A subcohort (n = 68) was examined 2–3 months later (T2). Results The mean OSD-KQ score significantly improved from 38.5 (59.2 % of correct answers, T0) to 55.6 (85.5 % of correct answers, T1). A pronounced heterogeneity was observed among the participants regarding the pre-interventional knowledge (10.8–84.6 % of correct answers, T0) and the individual knowledge gain. Patients who worked in health-related occupations scored significantly higher. Age and sex did not influence the knowledge. In a subcohort, a significantly improved disease-specific knowledge of 52.3 (80.5 % of correct answers) could still be found 2–3 months after the intervention (T2). Conclusions Structured patient education significantly improves the disease-specific knowledge in patients with OSD. The study indicates not only positive short- but also sustainable long-term effects on the knowledge gain. The OSD-KQ can serve as a tool to evaluate and improve patient education. Health educators need to be aware of the heterogeneity regarding the participants’ knowledge and take this into account during educational practice. Additional counseling may be necessary to meet the individual learners’ needs. Patient education (dpeaa)DE-He213 Occupational skin diseases (dpeaa)DE-He213 Knowledge questionnaire (dpeaa)DE-He213 Skin protection (dpeaa)DE-He213 Evaluation (dpeaa)DE-He213 Gediga, Kathrin verfasserin aut John, Swen Malte verfasserin aut Wulfhorst, Britta verfasserin aut Enthalten in International archives of occupational and environmental health Berlin : Springer, 1930 87(2014), 8 vom: 31. Jan., Seite 861-869 (DE-627)25372421X (DE-600)1459213-7 1432-1246 nnns volume:87 year:2014 number:8 day:31 month:01 pages:861-869 https://dx.doi.org/10.1007/s00420-014-0926-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 44.12 ASE 44.13 ASE AR 87 2014 8 31 01 861-869 |
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English |
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Enthalten in International archives of occupational and environmental health 87(2014), 8 vom: 31. Jan., Seite 861-869 volume:87 year:2014 number:8 day:31 month:01 pages:861-869 |
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Enthalten in International archives of occupational and environmental health 87(2014), 8 vom: 31. Jan., Seite 861-869 volume:87 year:2014 number:8 day:31 month:01 pages:861-869 |
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Patient education Occupational skin diseases Knowledge questionnaire Skin protection Evaluation |
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International archives of occupational and environmental health |
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Wilke, Annika @@aut@@ Gediga, Kathrin @@aut@@ John, Swen Malte @@aut@@ Wulfhorst, Britta @@aut@@ |
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2014-01-31T00:00:00Z |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR005495504</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230519192119.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201001s2014 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s00420-014-0926-9</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR005495504</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s00420-014-0926-9-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">610</subfield><subfield code="q">ASE</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">44.12</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">44.13</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Wilke, Annika</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Evaluation of structured patient education in occupational skin diseases: a systematic assessment of the disease-specific knowledge</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2014</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Purpose The aim of this study was to evaluate the effectiveness of patient education in occupational skin diseases (OSD) regarding changes of the disease-specific knowledge. Methods One hundred and five patients participated in structured patient education as part of an interdisciplinary outpatient prevention measure. In a prospective one-group pre–post-design, the disease-specific knowledge was assessed with the validated “Occupational Skin Diseases Knowledge Questionnaire” (OSD-KQ) before (T0) and after the intervention (T1). A subcohort (n = 68) was examined 2–3 months later (T2). Results The mean OSD-KQ score significantly improved from 38.5 (59.2 % of correct answers, T0) to 55.6 (85.5 % of correct answers, T1). A pronounced heterogeneity was observed among the participants regarding the pre-interventional knowledge (10.8–84.6 % of correct answers, T0) and the individual knowledge gain. Patients who worked in health-related occupations scored significantly higher. Age and sex did not influence the knowledge. In a subcohort, a significantly improved disease-specific knowledge of 52.3 (80.5 % of correct answers) could still be found 2–3 months after the intervention (T2). Conclusions Structured patient education significantly improves the disease-specific knowledge in patients with OSD. The study indicates not only positive short- but also sustainable long-term effects on the knowledge gain. The OSD-KQ can serve as a tool to evaluate and improve patient education. Health educators need to be aware of the heterogeneity regarding the participants’ knowledge and take this into account during educational practice. 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Wilke, Annika |
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evaluation of structured patient education in occupational skin diseases: a systematic assessment of the disease-specific knowledge |
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Evaluation of structured patient education in occupational skin diseases: a systematic assessment of the disease-specific knowledge |
| abstract |
Purpose The aim of this study was to evaluate the effectiveness of patient education in occupational skin diseases (OSD) regarding changes of the disease-specific knowledge. Methods One hundred and five patients participated in structured patient education as part of an interdisciplinary outpatient prevention measure. In a prospective one-group pre–post-design, the disease-specific knowledge was assessed with the validated “Occupational Skin Diseases Knowledge Questionnaire” (OSD-KQ) before (T0) and after the intervention (T1). A subcohort (n = 68) was examined 2–3 months later (T2). Results The mean OSD-KQ score significantly improved from 38.5 (59.2 % of correct answers, T0) to 55.6 (85.5 % of correct answers, T1). A pronounced heterogeneity was observed among the participants regarding the pre-interventional knowledge (10.8–84.6 % of correct answers, T0) and the individual knowledge gain. Patients who worked in health-related occupations scored significantly higher. Age and sex did not influence the knowledge. In a subcohort, a significantly improved disease-specific knowledge of 52.3 (80.5 % of correct answers) could still be found 2–3 months after the intervention (T2). Conclusions Structured patient education significantly improves the disease-specific knowledge in patients with OSD. The study indicates not only positive short- but also sustainable long-term effects on the knowledge gain. The OSD-KQ can serve as a tool to evaluate and improve patient education. Health educators need to be aware of the heterogeneity regarding the participants’ knowledge and take this into account during educational practice. Additional counseling may be necessary to meet the individual learners’ needs. |
| abstractGer |
Purpose The aim of this study was to evaluate the effectiveness of patient education in occupational skin diseases (OSD) regarding changes of the disease-specific knowledge. Methods One hundred and five patients participated in structured patient education as part of an interdisciplinary outpatient prevention measure. In a prospective one-group pre–post-design, the disease-specific knowledge was assessed with the validated “Occupational Skin Diseases Knowledge Questionnaire” (OSD-KQ) before (T0) and after the intervention (T1). A subcohort (n = 68) was examined 2–3 months later (T2). Results The mean OSD-KQ score significantly improved from 38.5 (59.2 % of correct answers, T0) to 55.6 (85.5 % of correct answers, T1). A pronounced heterogeneity was observed among the participants regarding the pre-interventional knowledge (10.8–84.6 % of correct answers, T0) and the individual knowledge gain. Patients who worked in health-related occupations scored significantly higher. Age and sex did not influence the knowledge. In a subcohort, a significantly improved disease-specific knowledge of 52.3 (80.5 % of correct answers) could still be found 2–3 months after the intervention (T2). Conclusions Structured patient education significantly improves the disease-specific knowledge in patients with OSD. The study indicates not only positive short- but also sustainable long-term effects on the knowledge gain. The OSD-KQ can serve as a tool to evaluate and improve patient education. Health educators need to be aware of the heterogeneity regarding the participants’ knowledge and take this into account during educational practice. Additional counseling may be necessary to meet the individual learners’ needs. |
| abstract_unstemmed |
Purpose The aim of this study was to evaluate the effectiveness of patient education in occupational skin diseases (OSD) regarding changes of the disease-specific knowledge. Methods One hundred and five patients participated in structured patient education as part of an interdisciplinary outpatient prevention measure. In a prospective one-group pre–post-design, the disease-specific knowledge was assessed with the validated “Occupational Skin Diseases Knowledge Questionnaire” (OSD-KQ) before (T0) and after the intervention (T1). A subcohort (n = 68) was examined 2–3 months later (T2). Results The mean OSD-KQ score significantly improved from 38.5 (59.2 % of correct answers, T0) to 55.6 (85.5 % of correct answers, T1). A pronounced heterogeneity was observed among the participants regarding the pre-interventional knowledge (10.8–84.6 % of correct answers, T0) and the individual knowledge gain. Patients who worked in health-related occupations scored significantly higher. Age and sex did not influence the knowledge. In a subcohort, a significantly improved disease-specific knowledge of 52.3 (80.5 % of correct answers) could still be found 2–3 months after the intervention (T2). Conclusions Structured patient education significantly improves the disease-specific knowledge in patients with OSD. The study indicates not only positive short- but also sustainable long-term effects on the knowledge gain. The OSD-KQ can serve as a tool to evaluate and improve patient education. Health educators need to be aware of the heterogeneity regarding the participants’ knowledge and take this into account during educational practice. Additional counseling may be necessary to meet the individual learners’ needs. |
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|
| score |
7.4000826 |