This conceptual study introduces the "virtual waiting room," an innovative, interactive, web-based platform designed to enhance the waiting experience in oncology by providing personalized, educational, and supportive content. Central to our study is the implementation of the circular entry model, which allows for non-linear navigation of health information, empowering patients to access content based on their immediate needs and interests. This approach respects the individual journeys of patients, acknowledging the diverse pathways through which they seek understanding and manage their health. The virtual waiting room is designed not only to support patients but also to facilitate stronger communication and shared understanding between patients, caregivers, and families. By providing a shared digital space, the platform enables caregivers and family members to access the same information and resources, thereby promoting transparency and collective knowledge. This shared access is crucial in managing the emotional complexities of oncology care, where effective communication can significantly impact treatment outcomes and patient well-being. Furthermore, the study explores how the circular entry model within the virtual waiting room can enhance patient autonomy and engagement by offering customized interactions based on user feedback and preferences. This personalized approach aims to reduce anxiety, improve health literacy, and prepare patients more effectively for clinical interactions. By transforming passive waiting into active engagement, the virtual waiting room turns waiting time into a meaningful, informative period that supports both the psychological and informational needs of patients and their support networks.
- MeSH
- komunikace MeSH
- lékařská onkologie * MeSH
- lidé MeSH
- nádory * psychologie terapie MeSH
- vyprávění MeSH
- vzdělávání pacientů jako téma MeSH
- zdravotní gramotnost MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- časopisecké články MeSH
Závěrečná práce NCO NZO
1 svazek : tabulky, grafy ; 30 cm
Závěrečná práce NCO NZO
1 svazek : grafy, tabulky ; 30 cm
- MeSH
- novorozenec MeSH
- péče o kojence MeSH
- poporodní období MeSH
- průzkumy a dotazníky MeSH
- rooming-in MeSH
- vzdělávání pacientů jako téma MeSH
- vztahy mezi matkou a dítětem MeSH
- zdravotní sestry MeSH
- Check Tag
- novorozenec MeSH
- Konspekt
- Pediatrie
- NLK Publikační typ
- závěrečné práce
AIM: To determine whether people with type 1 diabetes (T1D) initiating glucose sensor monitoring experience greater improvements in HbA1c when provided with education on carbohydrate counting and flexible insulin dosing than those who do not receive nutrition education. MATERIALS AND METHODS: Our retrospective observational study included 329 people with T1D initiating glucose sensor monitoring between 2015 and 2021. The participants were divided into two groups: one group attended at least one structured educational session with a registered dietitian (n = 126), while the other group did not receive structured education (n = 203). After 12 months of glucose sensor initiation, we compared glycaemic outcomes and CGM metrics between the two groups. RESULTS: At glucose sensor initiation, both groups with and without education had similar HbA1c levels (7.64% [60.0 mmol/mol] vs. 7.66% [60.2 mmol/mol]). After twelve months, the education group demonstrated greater improvement in glycemic outcomes (HbA1c 7.17% [54.9mmol/mol] vs. 7.37% [57.1 mmol/mol], p < 0.05) and spent significantly more time in the target range than did the group without structured education (68.8% vs. 64.1%, p < 0.05). We observed an inverse correlation between the number of completed educational sessions and HbA1c after 12 months, as well as between the number of educational sessions and the change in HbA1c. CONCLUSIONS: People with T1D who initiated glucose sensor monitoring alongside nutrition education showed greater improvements in HbA1c and increased time spent in the target glucose range compared to individuals who did not receive structured education. TRAIL REGISTRATION: ClinicalTrials.gov identifier: NCT06264271.
- MeSH
- diabetes mellitus 1. typu * krev MeSH
- dospělí MeSH
- glykovaný hemoglobin * analýza metabolismus MeSH
- hypoglykemika aplikace a dávkování MeSH
- inzulin aplikace a dávkování MeSH
- krevní glukóza * analýza metabolismus MeSH
- lidé středního věku MeSH
- lidé MeSH
- regulace glykemie MeSH
- retrospektivní studie MeSH
- selfmonitoring glykemie * MeSH
- vzdělávání pacientů jako téma * MeSH
- Check Tag
- dospělí MeSH
- lidé středního věku MeSH
- lidé MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
- pozorovací studie MeSH
Syndrom diabetické nohy je závažnou komplikací diabetů, rozvoj ulcerace významným způsobem ovlivňuje prognózu pacientů. Jedná se o problém komplexní a diagnostika a léčba musejí být rychlé a efektivní. Je zapotřebí nepodcenit především přítomnost ischemie, po které je nutné aktivně pátrat. Jak v diagnostice, tak v léčbě ischemie dolních končetin jsou v současnosti dostupné nové metody. V léčbě je zapotřebí dbát na komplexní a rychlý přístup.
The diabetic foot syndrome is serious diabetic complication, the development of ulceration affects the patient's prognosis. The problem is complex, the course of diagnosis and treatment must be fast and efficient. There is necessary to search for presence of ischemia. New methods in diagnostics and treatment of ischemia are now available.
- MeSH
- chronická kritická ischemie končetin diagnóza komplikace prevence a kontrola MeSH
- diabetická noha * diagnóza farmakoterapie prevence a kontrola MeSH
- komplikace diabetu diagnóza farmakoterapie prevence a kontrola MeSH
- lidé MeSH
- transplantace cév klasifikace metody MeSH
- vzdělávání pacientů jako téma MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- přehledy MeSH
This paper evaluates the first Recovery College in Slovakia, a revolutionary approach to mental health care based on the recovery concept. These colleges offer comprehensive educational programs led by individuals with personal and/or professional experience in mental health care. The main goal is to help individuals become experts in their own care; instead of prevalent paternalistic care of patients and clients who need to be told how to manage their mental health problems; it brings about a paradigm shift in the way people who experience mental illness are viewed. We used mixed research. We utilized the standardized Recovery Assessment Scale questionnaire (measuring the effect of courses on subjective recovery rates) and semi-structured interviews with staff and students of the first Recovery College in Slovakia. Interviews were focused on fulfilling the goals and principles of Recovery Colleges (Education, Co-production, Strengths-based approach, Progress and empowerment, Inclusion, Community focus and Person-centered approach). Both tools demonstrate positive changes in the lives of staff and students of the first Recovery College in Slovakia, especially when it comes to self-stigma reduction, the increase of self-responsibility, and recognizing personal strengths. The article provides a unique insight into the newly established Recovery College. It could serve as a source of inspiration.
- Klíčová slova
- Recovery College,
- MeSH
- duševní zdraví MeSH
- empowerment MeSH
- lidé MeSH
- obnova funkce * MeSH
- průzkumy zdravotní péče MeSH
- sebepojetí MeSH
- služby péče o duševní zdraví * organizace a řízení MeSH
- vyrovnaná skupina MeSH
- vzdělávání pacientů jako téma metody MeSH
- Check Tag
- lidé MeSH
- Geografické názvy
- Slovenská republika MeSH
OBJECTIVES: Current research affirms that sufficiently high knowledge about epilepsy is crucial for reducing stigmatization and improving the quality of life for people with epilepsy. While educational interventions targeting older children, adolescents, and adults are relatively common, there is a notable lack of approaches suitable for preschool children. Building on our previous research, which focused on educational interventions using a game and a story, this study aims to evaluate the effectiveness of two video-based interventions, Campi the Seahorse and Adventure While Fishing, in children aged 5-6 years with no prior knowledge about epilepsy. METHODS: A total of 199 children participated in two intervention studies. Knowledge about epilepsy was assessed through interviews using an 11-item test that had been successfully employed in our previous intervention studies, demonstrating satisfactory internal consistency and construct validity. The level of knowledge was evaluated immediately after each intervention and one month later. Additionally, satisfaction with the intervention and its potential impact on epilepsy-related stigma were measured using a smiley-face scale. RESULTS: The Adventure While Fishing intervention demonstrated notable effectiveness compared to our previously developed intervention using an educational story. Its impact was also significant when compared to the level of knowledge observed in children aged 9-11 years with no prior exposure to epilepsy-related interventions. In contrast, the outcomes of the Campi the Seahorse intervention were significantly poorer across all comparisons, likely due to its insufficient coverage of key aspects of the topic. CONCLUSIONS: The results indicated that the Adventure While Fishing intervention was an effective approach to establishing basic knowledge about epilepsy within the targeted age group. In contrast, the Campi the Seahorse intervention would require further extension and/or modification to achieve sufficient effectiveness for this purpose.
- MeSH
- audiovizuální záznam MeSH
- dítě MeSH
- epilepsie * psychologie terapie MeSH
- lidé MeSH
- předškolní dítě MeSH
- vzdělávání pacientů jako téma metody MeSH
- zdraví - znalosti, postoje, praxe * MeSH
- Check Tag
- dítě MeSH
- lidé MeSH
- mužské pohlaví MeSH
- předškolní dítě MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
