ライフサイエンスコーパス: patient education

1 ification, and conversations with providers (patient education).

2 drug and clinical monitoring, and increased patient education.

3 de and should be addressed during individual patient education.

4 literacy and available techniques to improve patient education.

5 e use of computerized clinical reminders and patient education.

6 o attempt cataract surgery alone with proper patient education.

7 exercise, cognitive behavioral therapy, and patient education.

8 et reptiles constitute an important area for patient education.

9 ment with specialists, patient advocacy, and patient education.

10 ly favourable with appropriate treatment and patient education.

11 and challenges us to become more involved in patient education.

12 and intensive program for dissemination and patient education.

13 on well for researchers, but are limited for patient education.

14 adjustments in medical therapy and intensive patient education.

15 dose-related recommendations or mandates or patient education.

16 laying a key role in glycemic monitoring and patient education.

17 rantee the appropriate treatment and provide patient education.

18 nd transparency among team members regarding patient education.

19 al decision support, ED staff education, and patient education.

20 ions, address patient questions, and provide patient education.

21 ications, healthcare clinician training, and patient education.

22 es focusing on medication reconciliation and patient education.

23 lications for survivorship care planning and patient education.

24 practice can improve disease management and patient education.

25 The NAFLD Care Pathway includes: (1) patient education (2) vibration controlled transient ela

26 medication reconciliation and tailoring; (2) patient education; (3) collaborative care between pharma

27 cific pharmacotherapy (64%, 7/11 societies), patient education (45%, 5/11 societies), assessment of l

28 etween team members, particularly concerning patient education; (7) monitoring and documenting advers

29 children and parents received emollient and patient education about AD and basic skin care.

30 ndations to guide care providers; incomplete patient education about gout and the aims and modalities

31 These findings may help to guide patient education about lymphedema risk reduction strate

32 d fluid orders, intravenous fluid bolus, and patient education about oral hydration.

33 The mainstays of treatment include patient education about the condition, dietary changes,

34 emes were identified: (1) lack of sufficient patient education about the diagnosis of facial paralysi

35 king an early, accurate diagnosis, providing patient education about the etiology and risk factors as

36 ion, minimize unnecessary tests, and improve patient education about the low risk of CBC may help to

37 Oncology professionals should provide patient education about the signs and symptoms of VTE.

38 te AS and asymptomatic severe AS consists of patient education about the typical progression of disea

39 The intervention consisted of patient education about warfarin, training to increase p

40 Patient education, activity modification, splinting, and

41 c heart failure, the benefit attributable to patient education alone is not known.

42 People at low risk (<1%) received patient education alone.

43 eted intervention that included provider and patient education, an electronic medical record-enabled

44 The collaborative care included systematic patient education, an initial visit with a consulting ps

45 simultaneous implementation of provider and patient education and a link-to-care program for newly d

46 ng requires the use of basic infusion pumps, patient education and a mechanism for follow-up after di

47 y and have significant implications for both patient education and academia.

48 o a CC intervention that included systematic patient education and approximately 2 visits with an on-

49 ogram, depression nurse specialists provided patient education and assessment and followed up patient

50 hcare providers could benefit from enhancing patient education and awareness to promote informed deci

51 ereditary risks of cancers may be helpful in patient education and cancer risk counseling.

52 Patient education and clinician decision support.

53 on of treatments and underscore the need for patient education and counseling on the timing and natur

54 personalized prognosis and may be useful for patient education and counseling.

55 r age (VA) is a well acknowledged concept in patient education and disease prevention.

56 Patient education and engagement is a pivotal component

57 rategies to promote drug stewardship include patient education and engagement, the use of digital hea

58 services among the uninsured should focus on patient education and expanding insurance eligibility fo

59 sigmoid resection vs conservative treatment (patient education and fiber supplementation).

60 e control, safe antiarrhythmic drug use, and patient education and follow-up.

61 ted odds ratios ranged from 1.29 to 1.53 for patient education and from 1.10 to 1.76 for feedback.

62 in perioperative care require comprehensive patient education and full multidisciplinary support.

63 reduce ART attrition, it is imperative that patient education and healthcare provider training on AR

64 Accordingly, we call for renewed emphasis on patient education and implementation of improved organis

65 gest that ChatGPT may play a greater role in patient education and in supporting physicians in diseas

66 with panic disorder that provided increased patient education and integrated a psychiatrist into pri

67 Patient education and involvement in therapeutic decisio

68 is a relative contraindication, and careful patient education and life-long follow-up is mandatory.

69 Nurses provided patient education and monitoring (mostly via telephone)

70 For soft tissue sarcomas, patient education and office visits with thorough histor

71 Patient education and periodic oral cancer examinations

72 Although interventions combining patient education and postdischarge management have demo

73 Tailored patient education and pre discharge planning may represe

74 y arthritis including treatment, monitoring, patient education and psychosocial support.

75 Patient education and reassurance regarding issues of sa

76 by an oncology pharmacist, and also included patient education and regular follow-up and monitoring.

77 d scheduling; and information tasks, such as patient education and summarization of the medical liter

78 oncology workforce who identify as SGM: (1) patient education and support; (2) workforce development

79 AP highlights opportunities such as improved patient education and symptom management, streamlined cl

80 screening programmes that do not incorporate patient education and the need for individualized or sha

81 receptor antagonists, exercise training, and patient education) and all-cause and HF readmission, all

82 niques, outcome and complication prediction, patient education, and access to care.

83 as an objective tool for surgical planning, patient education, and as a means for clinical outcome m

84 decision tool incorporating risk prediction, patient education, and clinician engagement.

85 ent that emphasized preventive medical care, patient education, and close collaboration with mental h

86 ty of care through changes in reimbursement, patient education, and development of systems to monitor

87 ealth treatment recommendations or mandates, patient education, and dosing guidance.

88 confidentiality, the use of social media in patient education, and how all of this affects the publi

89 ation presents distinctive challenges beyond patient education, and may require trust built on collab

90 opriate patient selection, pharmacist-driven patient education, and pharmacist-led adverse event and

91 andard management involves avoidance advice, patient education, and provision of emergency rescue med

92 arch, implementation of culturally competent patient education, and recruitment and training of healt

93 ntal regulations, global policy adjustments, patient education, and the establishment of individualiz

94 procedures, office economics, parenting and patient education, and urinary tract infections.

95 procedures, office economics, parenting and patient education, and urinary tract infections.

96 and existing resources for professional and patient education; and (4) supporting and contributing t

97 The program included patient education, antidepressant pharmacotherapy initia

98 self-monitoring, personalized feedback, and patient education app features).

99 limited evidence about specific therapeutic patient education approaches used and the impact on pati

100 More research and patient education are needed for managing expectations o

101 Although studies of the economic impact of patient education are still scant, most that exist indic

102 ism in high-risk patients and improvement of patient education are warranted.

103 needs assessment, medication reconciliation, patient education, arranging timely outpatient appointme

104 al competency training, team-based care, and patient education as strategies to promote the eliminati

105 essment, diagnosis, treatment selection, and patient education, as well as the ethical and social con

106 ogram, depression nurse specialists provided patient education, assessment, and referral to study-tra

107 d nurse specialists to provide clinician and patient education, assessment, and treatment planning, p

108 l comparing the internet CBT-I with internet patient education at baseline, 9 weeks, 6 months, and 1

109 Patient education at time of hospital discharge is criti

110 of PD, and it underscores the importance of patient education, autonomy, and a strong social support

111 Management is based on patient education, avoidance strategies of specific subs

112 These data show that patient education before the first oncologist visit impr

113 Improved patient education, better tolerated and less frequently

114 vention substantially reduced disparities by patient education but did not mitigate racial/ethnic dis

115 Current meta-analytic studies suggest that patient education can affect knowledge, pain, joint coun

116 Diabetes patient education classes had been attended by 35% of di

117 ults of the Women's Health Initiative study (patient education component), 2) sending all providers a

118 As nurses play a prominent role in patient education, diagnostic stewardship interventions

119 , there is limited time to provide effective patient education during routine care, and resources ava

120 dized postoperative care program emphasizing patient education, early mobilization, and pulmonary int

121 opportune time to initiate professional and patient education efforts toward improved management of

122 mong PLDs and transplant patients to enhance patient education efforts.

123 al steps for dosages higher than 16 mg), and patient education (eg, information about adverse effects

124 Care manager activities included patient education, engagement and self-management, share

125 ive, and postoperative components, including patient education, fluid management, early mobilization,

126 a very thought provoking essay on parent and patient education, focusing on improving parenting skill

127 ze published research studies of therapeutic patient education for self-management in selected cardio

128 tensive care unit care stay and by providing patient education for self-rehabilitation after hospital

129 Patient education geared toward instruction on self-moni

130 and strategies for prevention, which include patient education, glucocorticoid emergency cards and in

131 alert groups (adjusted relative risk for the patient education group compared with the provider educa

132 More patients in the patient education group had a systolic blood pressure of

133 providers who were randomly assigned to the patient education group had better blood pressure contro

134 zed to the SHUTi group and 152 to the online patient education group.

135 esiding in outbreak areas received a measles patient education handout.

136 se recommendations were applied to revise 12 patient education handouts on various glaucoma topics at

137 sed of brief text with an accompanying icon, patient education handouts, and plans of care, all commu

138 is an evidence-based intervention that uses patient education, health behavior modification, and exe

139 Patients at the IC sites received patient education, home BP monitoring, and monthly lifes

140 adjunct for urological surgical planning and patient education, however published methods are costly

141 is index provides sufficient information for patient education; however, the time involved in data co

142 d nurse specialists to provide clinician and patient education, identification of a pool of potential

143 e dependent on healthcare provider advocacy, patient education, implementation and enforcement of pol

144 include the following categories: improving patient education, implementing medication reminders, te

145 A multifactorial intervention including patient education improved blood pressure control compar

146 study could not detect a mechanism by which patient education improved blood pressure control.

147 Therefore, patient education, improved triage mechanisms, and impro

148 dertaking the following strategies: enhanced patient education; improved dosing schedules; increased

149 ll require a multifaceted approach involving patient education, improvements in the Emergency Medical

150 However, the mechanisms by which patient education improves pain outcomes are uncertain,

151 randomized, controlled multicenter study on patient education in adult AD.

152 d to guide the implementation of therapeutic patient education in clinical practice and the design of

153 eight gain and dyspnea are central tenets of patient education in heart failure (HF).

154 nalyses have identified the effectiveness of patient education in improving cancer pain management.

155 lls are more effective than information-only patient education in improving clinical outcomes; (2) in

156 management education complements traditional patient education in supporting patients to live the bes

157 o 92% anticipated improved communication and patient education, in contrast to 45% to 67% of nonparti

158 provider education, hypertension alert, and patient education, in which patients were sent a letter

159 Patient education (including pretest counselling), train

160 tance of cardiac rehabilitation referral and patient education, including symptom management and life

161 iers were identified, including the need for patient education, increased communication and collabora

162 hese interventions included professional and patient education, instituting regular pain assessment (

163 To investigate effects of structured patient education intervention on knowledge, emergency m

164 Patient education, interventions, and appropriate referr

165 Ensuring proper patient education involves a thorough understanding of o

166 Patient education is a critical aspect of atrial fibrill

167 ndings of this study indicate that web-based patient education is an effective tool to decrease the n

168 Patient education is an important component of managemen

169 Patient education is believed to be an essential compone

170 Patient education is effective in reducing cancer pain a

171 Patient education is essential for the reduction of risk

172 ration among perioperative team members, and patient education is essential.

173 Additionally, patient education is important in the predischarge perio

174 Patient education is important to ensure that the patien

175 Extensive patient education is key during transition from paediatr

176 Effective patient education is necessary for treating patients wit

177 Patients' education is a vital component of treatment.

178 agnosis, number of preoperative medications, patient education level, type of operation, blood loss,

179 led by pharmacists and nurses, which include patient education, lifestyle advice, monitoring and titr

180 s had lower rates of documented preoperative patient education, longer median LOS (5 vs. 3-4 days, P=

181 endations that address the following issues: patient education, management of proven risk factors (dy

182 physicians at the UC sites received printed patient education material and hypertension treatment gu

183 ur of 6 decision aids were understandable by Patient Education Material Evaluation Tool criteria, whe

184 ient Decision Aids Standards Instrument, the Patient Education Material Evaluation Tool, and the Heal

185 ty percent of apps contain easily accessible patient education material.

186 A complementary set of patient education materials ("Health Links") was develop

187 Patient education materials (PEMs) can promote patient e

188 lt to access, process and understand written patient education materials (PEMs).

189 (2) to evaluate and revise our institution's patient education materials about glaucoma using evidenc

190 the literature on readability of ophthalmic patient education materials and (2) to evaluate and revi

191 ew of the literature reveals that ophthalmic patient education materials are consistently written at

192 caid Grade Level and understandability using Patient Education Materials Assessment Tool (PEMAT) scor

193 t Likert scale corresponding to items on the Patient Education Materials Assessment Tool).

194 websites of national organizations providing patient education materials designed for people with AMD

195 502 of 546 patient education materials did not describe all standar

196 patients and staff to develop messaging and patient education materials for follow-up colonoscopy af

197 Patient education materials from major ophthalmology web

198 et, nursing alerts and charting process, and patient education materials is continually being refined

199 at patients make informed medical decisions, patient education materials must communicate treatment r

200 Currently available patient education materials on early-stage prostate canc

201 Our results demonstrate that online patient education materials related to common retinal di

202 Patient education materials should be written at a level

203 le parties, preidentified appointment slots, patient education materials, and education of stakeholde

204 urces, including nutrition assessment tools, patient education materials, and presentations and curri

205 ve evaluated readability level of ophthalmic patient education materials, and the reported readabilit

206 ce-based guidelines for writing easy-to-read patient education materials, and these recommendations w

207 grade level higher than that recommended for patient education materials.

208 of the above processes; and print and video patient education materials.

209 currence, nonspecific effects and structured patient education may be equally effective.

210 Continued physician and patient education may lead to improved adherence to the

211 sisting of multicomponent nurse training and patient education may promote best practice nursing care

212 , such as physician-patient relationship and patient education, may play an important role in the per

213 a large role in chronic disease management, patient education, medication management, and often can

214 nt delineates individual components, such as patient education, medication management, peer support,

215 Predischarge interventions included patient education, medication reconciliation, discharge

216 trol arm, in which they received traditional patient education methods via clinical visits.

217 this substance as a treatment for glaucoma, patient education might be particularly relevant in stat

218 ich to consider the evidence for elements of patient education most likely to be effective within the

219 tronic health record initiatives (n = 6), or patient education (n = 2).

220 velopment of a therapeutic alliance with the patient, education of the patient as to the mechanisms b

221 Preoperative patient education offers a potential avenue to mitigate

222 Whereas traditional patient education offers information and technical skill

223 Active and repeated patient education on managing adrenal insufficiency, inc

224 aimed at increasing prescriber awareness and patient education on opioid use may help curtail the pre

225 ta describing the impact of disease-specific patient education on the disease knowledge available.

226 for focal therapy protocols should encourage patient education on the need of possible subsequent cyc

227 interventions, such as audits, clinician and patient education, or electronic health record alerts, w

228 cation titration by doctors, pharmacists, or patients; education; or lifestyle counselling) leads to

229 received a standardised faecal incontinence patient education pamphlet and were followed for 24 week

230 g the appropriate type of diversion involves patient education, participation, and in-depth discussio

231 f SHUTi for Black women (SHUTi-BWHS); or (3) patient education (PE) about sleep.

232 watchful waiting so that management includes patient education, periodic echocardiography, and cardia

233 Both groups nearly always used patient education, plaque control and mechanical debride

234 n which they obtained access to a multimedia patient education platform, or the control arm, in which

235 In those who received access to the patient education platform, there was an 11.3-point (Coh

236 ms, provider training, nurse assessment, and patient education, plus resources to support medication

237 documentation, medical decision-making, and patient education, policies to support proper use of ide

238 It highlights the importance of preoperative patient education, postoperative monitoring, and prompt

239 These results may inform future patient education practices.

240 it is now integrated into medical training, patient education, pre-procedural planning, intra-proced

241 (preference score, 22.3; 95% CI, 20.7-24.0), patient education (preference score, 14.1; 95% CI, 12.5-

242 However, few decision aids combine patient education, preference assessment, and artificial

243 group that received a decision aid including patient education, preference assessment, and personaliz

244 The online patient education program provided nontailored and fixed

245 The intervention group underwent a patient education program using a touch-screen computer,

246 vice managers and clinicians in developing a patient education program.

247 Structured patient education programmes may be beneficial in the ma

248 practices is consumer education, but current patient education programs are lacking.

249 Patient education programs in rheumatology are emerging

250 e literature on cost effectiveness of asthma patient education programs, pharmaceutical therapy, and

251 rease compliance, and by educators to tailor patient education programs.

252 rt beyond routine care, including additional patient education, psychological support, and medication

253 The initial treatment plan should include patient education, reassurance, and first-line treatment

254 physician for diabetes management, received patient education, received diet counseling, and were ex

255 ients who warrant increased surveillance and patient education regarding dietary and medication compl

256 is to improve physician decision making and patient education regarding expected benefits from revas

257 e an impact on physician decision making and patient education regarding expected benefits from revas

258 or even reverse many of these aging changes, patient education regarding lifestyle changes (especiall

259 Greater effort should be applied to patient education regarding preemptive transplantation e

260 Despite encouragement to provide patient education regarding sunscreen use and sun-protec

261 transplantation referral before dialysis was patient education regarding the option of preemptive tra

262 onfirmed, findings may have implications for patient education regarding the risks and benefits of AD

263 difiers of uveitis activity and should guide patient education, risk stratification, and therapy.

264 ods; reminders involving lay health workers; patient education; risk assessment, counseling, and deci

265 rest in redesigning clinical care to improve patient education, self-management training and urate-lo

266 of Systematic Reviews to identify reviews of patient education, self-management, and self-care studie

267 matic medication reconciliation, a 15-minute patient education session with teach-back, a planned fir

268 For optimal results, patient education should be integrated with other strate

269 nitiated, nutrition should be optimized, and patient education should be provided.

270 ow vision individuals to successfully access patient education social media content.

271 ia posts were sampled from ten ophthalmology patient education social media pages and ten non-ophthal

272 A higher ratio of full-time community and patient education specialists to patients was associated

273 he potential to offer important benefits for patient education, support, and shared decision making.

274 tivariable analysis, patient age and gender, patient education, surgeon age, and surgeon gender were

275 urveillance; clinical workforce training and patient education; telehealth; comprehensive models and

276 nt options that fostered hopefulness, and 5) patient education that addressed both diabetes self-care

277 es for quality improvement, including better patient education, the increased use of interventions th

278 ngs in areas such as clinical management and patient education, there remains a substantial knowledge

279 oving outcomes for acute stroke will require patient education to encourage early presentation, an ag

280 tant implications for their clinical use and patient education to help reduce the burden of medicatio

281 organizations, and professional, public, and patient education to increase appropriate patient action

282 d driving is needed along with community and patient education to reduce the prevalence of alcohol-im

283 essment, along with community involvement in patient education, to achieve HCV elimination in Sub-Sah

284 sas City Cardiomyopathy Questionnaires); (2) patient education via a text-based e-learning; and (3) g

285 We also developed patient education videos about chest discomfort and hear

286 scharge from surgery along with standardized patient education was implemented across all surgical se

287 provider education, clinical reminders, and patient education was of limited value in this setting.

288 Control participants received links to patient education webpages from the American College of

289 nd personalized action planning, or a static patient education website.

290 Understandability of patient education websites was assessed using the Clear

291 s, but documentation rates for components of patient education were poor.

292 Documentation rates for components of patient education were the lowest, between 5% and 16% in

293 nfirm medication reconciliation, and conduct patient education with an individualized instruction boo

294 out-of-pocket expenses, case management, and patient education with behavioral support all improved m

295 rce the previously reported results, such as patient education with blurred vision and dysphotopsia,

296 re randomly assigned to simultaneous virtual patient education with concurrent prescription of SGLT2i

297 Passive patient education with printed information alone does no

298 An approach that integrates patient education with processes and systems to ensure i

299 ricians should utilize strategies to improve patient education with the goal of improving health outc

300 ry care clinicians are challenged to provide patient education within the constraints of busy practic