Peer-led, transformative learning approaches increase classroom engagement in care self-management classes during inpatient rehabilitation of individuals with spinal cord injury.
Objective: Evaluate effects of revised education classes on classroom engagement during inpatient rehabilitation for individuals with spinal cord injury/disease (SCI/D).Design: Multiple-baseline, quasi-experimental design with video recorded engagement observations during conventional and revised ed...
| Published in: | Journal of Spinal Cord Medicine Vol. 42; no. 3; pp. 338 - 347 |
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| Main Authors: | , , , |
| Format: | research Journal Article |
| Published: |
Taylor & Francis Ltd
May2019
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=136379860&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 136379860 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10790268 IKH jtl: Journal of Spinal Cord Medicine issn: 10790268 maglogo: N pubinfo: dt: May2019 vid: 42 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 136379860 136379860 NLM29037112 136379860 10.1080/10790268.2017.1385992 NLM29037112 136379860 ppf: 338 ppct: 9 formats: tig: atl: Peer-led, transformative learning approaches increase classroom engagement in care self-management classes during inpatient rehabilitation of individuals with spinal cord injury. aug: au: Gassaway, Julie Jones, Michael L. Sweatman, W. Mark Young, Tamara affil: Virginia C Crawford Research Institute, Shepherd Center, AtlantaGA, USA sug: subj: Spinal Cord Injuries Rehabilitation Patient Education Methods Male Female Inpatients Peer Group Adult Human Validation Studies Comparative Studies Evaluation Research Multicenter Studies Funding Source Adult: 19-44 years Male Female ab: Objective: Evaluate effects of revised education classes on classroom engagement during inpatient rehabilitation for individuals with spinal cord injury/disease (SCI/D).Design: Multiple-baseline, quasi-experimental design with video recorded engagement observations during conventional and revised education classes; visual and statistical analysis of difference in positive engagement responses observed in classes using each approach.Participants/setting: 81 patients (72% male, 73% white, mean age 36 SD 15.6) admitted for SCI/D inpatient rehabilitation in a non-profit rehabilitation hospital, who attended one or more of 33 care self-management education classes that were video recorded. All study activities were approved by the host facility institutional review board.Intervention: Conventional nurse-led self-management classes were replaced with revised peer-led classes incorporating approaches to promote transformative learning. Revised classes were introduced across three subject areas in a step-wise fashion over 15 weeks.Outcome Measure: Positive engagement responses (asking questions, participating in discussion, gesturing, raising hand, or otherwise noting approval) were documented from video recordings of 14 conventional and 19 revised education classes.Results: Significantly higher average (per patient per class) positive engagement responses were observed in the revised compared to conventional classes (p=0.008).Conclusion: Redesigning SCI inpatient rehabilitation care self-management classes to promote transformative learning increased patient engagement. Additional research is needed to examine longer term outcomes and replicability in other settings. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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