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To provide an overview of the recent research publications on educational needs of patients with psoriatic arthritis (PsA) and the associated challenges.
The rate of good treatment adherence in PsA can be as low as 57.7% and successful patient education can help improve treatment adherence. Also, 78.7% of patients who stopped their disease modifying anti-rheumatic drugs during the first wave of the COVID-19 pandemic did so without the advice of their clinician. In delivering educational needs, the aspects of disease process, treatment, self-help measures, managing pain, movement, psychological and social needs should all be addressed, whilst at the same time, recognising that PsA patients with multidomain disease, are likely to be dealing with more than just pain. Arthritis self-care management education is potentially beneficial, but up to 11% of educational YouTube videos may contain misleading patient opinion and many existing apps do not meet the needs of the patients with PsA.
Significant room for improvement exists in treatment adherence in PsA and patient education addressing the relevant educational needs could assist with this issue. However, patients should be advised to be wary of internet videos and other educational aids that were not created by health professionals.
Significant room for improvement exists in treatment adherence in PsA and patient education addressing the relevant educational needs could assist with this issue. However, patients should be advised to be wary of internet videos and other educational aids that were not created by health professionals.
Patch testing, used in the assessment of allergic contact dermatitis, is ideally avoided in patients receiving immunosuppressive therapy because of concerns with reductions in accuracy; however, this is not well characterized in the literature. This systematic review summarizes patch testing results in patients receiving immunosuppressive therapy. We identified 16 studies, comprising 195 patients with dermatitis or psoriasis, who were patch tested while receiving immunosuppressants. Selleck Rhapontigenin Of these, 7 studies, comprising 85 patients with dermatitis, patch tests were performed before and during immunosuppression. Overall, 67.9% (n = 19) of the dermatitis patients receiving dupilumab maintained positive reactions to an allergen that previously graded as a 2+/3+ reaction. Several immunosuppressants were also associated with positive patch test results for various allergens. These include dupilumab, cyclosporine, and low-dose prednisone (≤10 mg/d) for dermatitis, and tumor necrosis factor α inhibitors, ustekinumab, an reactions to an allergen that previously graded as a 2+/3+ reaction. Several immunosuppressants were also associated with positive patch test results for various allergens. These include dupilumab, cyclosporine, and low-dose prednisone (≤10 mg/d) for dermatitis, and tumor necrosis factor α inhibitors, ustekinumab, and methotrexate for psoriasis. Ideally, it is preferable to patch test when patients are not receiving oral immunosuppressants or immunomodulators. However, clinicians may choose to assess the risks and benefits of patch testing for each patient given the impact of allergic contact dermatitis on patient quality of life.
The aim of this scoping review was to map teaching strategies incorporating Quality and Safety Education for Nurses (QSEN) competencies and assessment tools based on the QSEN framework.
The search was conducted through MEDLINE, Embase, Scopus, and Web of Science databases and carried out through the framework developed by Arksey and O'Malley and revised by Levac et al.
Thirty-one studies were included. Among QSEN competences, patient-centered care, safety, and teamwork and collaboration were most frequently incorporated into teaching strategies. Most assessment tools aimed at capturing the achievement of QSEN competencies after a classroom learning experience.
The scoping review made it possible to identify various teaching strategies and assessment tools developed on the QSEN framework. Further studies are needed to test teaching strategies to facilitate students' acquisition of QSEN competencies in clinical environments.
The scoping review made it possible to identify various teaching strategies and assessment tools developed on the QSEN framework. Further studies are needed to test teaching strategies to facilitate students' acquisition of QSEN competencies in clinical environments.
Mastering the Content is a proactive curriculum whose At-Risk Student Identification Criteria-Based Remediation Interventions Tool leads to nursing student success. The curriculum integrates active learning strategies and problem-solving activities throughout the nursing program to develop clinical judgment. Remediation includes guided metacognitive learning tool construction, individualized student support, and study plans to increase learning and decrease attrition. The curriculum and interventions tool were developed based on evidence gathered from a meta-analysis of research on best practices in basic RN prelicensure program remediation success and one nursing program's successful implementation of best practices.
Mastering the Content is a proactive curriculum whose At-Risk Student Identification Criteria-Based Remediation Interventions Tool leads to nursing student success. The curriculum integrates active learning strategies and problem-solving activities throughout the nursing program to develop clinical judgment. Remediation includes guided metacognitive learning tool construction, individualized student support, and study plans to increase learning and decrease attrition. The curriculum and interventions tool were developed based on evidence gathered from a meta-analysis of research on best practices in basic RN prelicensure program remediation success and one nursing program's successful implementation of best practices.
The daily evolution of the nursing profession has charged nurse educators to be innovative and creative in their teaching strategies, with the goal of engaging and motivating students and promoting lifelong learning. Educational escape rooms use multiple teaching/learning strategies, such as problem-based learning, flipping the classroom, and gamification, to engage learners and promote active learning. The educational escape room experience provides a way to engage and empower nursing students and assist in meeting learning objectives. This article describes an interactive educational escape activity for hematologic disorders.
The daily evolution of the nursing profession has charged nurse educators to be innovative and creative in their teaching strategies, with the goal of engaging and motivating students and promoting lifelong learning. Educational escape rooms use multiple teaching/learning strategies, such as problem-based learning, flipping the classroom, and gamification, to engage learners and promote active learning.
