Search

Aim: The aim of this work is to examine the effectiveness of a psychoeducational intervention on self‐efficacy (primary outcome), anxiety, depression, treatment adherence, and health‐related quality of life (HRQoL) of patients undergoing haemodialysis. Methods: A two‐group randomized controlled trial of 124 patients (65 and 59 patients in the intervention and control groups, respectively) recruited from a tertiary hospital in Singapore was conducted. Data were collected from January 2015 to June 2016. Outcomes were measured at baseline and 1, 3, and 6 months after the intervention. General linear model was used to analyse data. Results: Our findings showed significant group effect on HRQoL (effects of kidney disease on daily life; p = 0.041), time effect on all outcomes (p < 0.05; except for treatment adherence behaviours and HRQoL [burden of kidney disease]), and group * time interaction effect on anxiety (p = 0.040) and depression (p = 0.003), with the intervention group reporting better outcomes. Conclusions: The positive effects of our intervention on patients' self‐efficacy, psychological well‐being, treatment adherence attitudes, and HRQoL implied its potential use in dialysis/renal centres to improve patients' self‐care and health outcomes. Summary statement: What is already known about this topic? Patients undergoing haemodialysis commonly encounter physical and psychological health challenges due to the complexity of the disease and long‐term treatment regimens.Improving self‐efficacy in self‐care could improve patients' psychological well‐being, treatment adherence, and health‐related quality of life among these patients.Limited literature is available on how psychoeducational intervention can improve health outcomes of patients undergoing haemodialysis. What this paper adds? The psychoeducational intervention positively reduced haemodialysis patients' anxiety and depression and improved treatment adherence attitude and health‐related quality of life. The implications of this paper: The psychoeducational programme could be integrated into routine care in renal or dialysis centres to enhance the health outcomes of patients undergoing haemodialysis.Future studies should incorporate technology in the delivery of psychoeducational interventions to improve their accessibility and sustainability. [ABSTRACT FROM AUTHOR]

This systematic review and meta-analysis aims to synthesise the evidence of the effectiveness of self-management interventions with action-taking components in improving self-efficacy, health-related quality of life, basic and instrumental activities of daily living, and depression for adult stroke survivors. Nine electronic databases were searched for relevant studies, including grey literature and ongoing studies. Randomised controlled trials targeting adult stroke survivors comparing health-related outcomes of patients receiving self-management interventions with action-taking components to usual care, placebo, or no-treatment were included. Screening, data extraction, and methodological quality assessment were conducted by two reviewers. Meta-analyses were performed. Overall quality of evidence was assessed using the GRADE tool. A total of seventeen studies were included. Meta-analyses showed that the intervention may result in a slight increase in self-efficacy (SMD = 0.29, 95% CI [0.07–0.52], p = 0.010, I2 = 47%) and basic activities of daily living (SMD = 0.31, 95% CI [0.16–0.46], p < 0.001, I2 = 0%), but not for the other outcomes. Self-management interventions with action-taking components may result in a slight improvement in self-efficacy and rehabilitation of basic activities of daily living. Future research should investigate which core self-management skill, or combination of them, is most effective in improving short-term and long-term outcomes. Stroke can be a chronic condition as approximately half of stroke survivors suffer from permanent disabilities. Self-management interventions are one form of rehabilitation programmes available to stroke survivors. Self-management interventions with action-taking components may result in a slight increase in patient self-efficacy and carrying out basic activities of daily living compared to usual care given. [ABSTRACT FROM AUTHOR]

Aims: To explore nurses' perceptions of the transformation in Singapore's nursing education and its impact on the delivery of nursing care. Background: Nursing education in Singapore has sailed through a sea of changes, from the apprenticeship model of training in hospitals to institutions of higher learning. Limited primary studies have explored the evolution of nursing education, and none have explored its impact on the delivery of nursing care, based on nurses' perceptions. Methods: A descriptive qualitative design with purposive and snowball sampling was used to recruit 18 experienced nurses from local teaching institutions and healthcare clusters. Semistructured individual face‐to‐face interviews were conducted using an interview guide. Data were analysed using thematic analysis. The Consolidated Criteria for Reporting Qualitative Research reporting guideline was used to report the study. Findings: Five themes emerged: 'evolution of the nursing education approach', 'clinical learning environments', 'evaluation of changes in the nursing education approach', 'attitudes toward the provision of various levels of education' and 'influences of various competencies on the delivery of nursing care'. Conclusion: Changes in teaching pedagogies, learning, assessment, curriculum structure, content and clinical learning environment were commonly reported, which provided insights into understanding nursing education transformation and its impact on nursing practice. Implications for nursing education: The findings could better prepare nurses for the demanding needs of the contemporary healthcare landscape. Nurse educators and leaders should evaluate gaps in nursing education and implement strategies to improve students' learning experiences and outcomes. Implications for nursing policy: Policy‐makers can draw on our findings to revise the core competencies guidelines and improve future training by supporting the healthcare needs of society. [ABSTRACT FROM AUTHOR]