Implementation and evaluation of a therapeutic patient education programme during a clinical trial in Yaoundé, Cameroon – Trial ANRS-12286/MOBIDIP. Issue 7 (July 2018)

• Record Type: Journal Article
• Authors: Galy, Adrien; Ciaffi, Laura; Mberyo, Geraldine Manirakiza; Mbouyap, Pretty; Abessolo, Hermine; Toby, Roselyne; Essomba, Frida; Lamarre, Geneviève; Bikié, Angeline; Bell, Olga; Koulla-Shiro, Sinata; Delaporte, Eric
• Is Part Of: Patient education and counseling. Volume 101:Issue 7(2018)
• Page Start: 1262
• Page End: 1269
• Publication Date: 2018-07
• Subjects: HIV -- Adherence -- Therapeutic patient education -- Evaluation; Patient education -- Periodicals; Health counseling -- Periodicals; Health education -- Periodicals; Counseling -- Periodicals; Patient Education -- Periodicals; Éducation des patients -- Périodiques; Counseling -- Périodiques; Éducation sanitaire -- Périodiques; 615.5071
• DOI: 10.1016/j.pec.2018.01.021
• Languages: English
• ISSNs: 0738-3991

Abstract

Highlights: Objectives defined as priorities were mostly from the cognitive domain. Cognitive objectives are less frequently validated than behavioural ones. Participants appreciate the discussion and sharing of more than knowledge acquisition. Abstract: Objectives: High adherence is needed to maintain antiretroviral therapy efficacy. Few attempts at therapeutic patient education (TPE) have been made in sub-Saharan Africa. We describe patients' achievements before intervention and identified needs, TPE programme implementation and evaluation, and patients' satisfaction. Methods: The TPE programme was proposed to patients in the ANRS-12286/MOBIDIP trial. Beforehand, a directory of competences to manage HIV infection was designed. Patients' HIV-related knowledge and skills assessment was realised, leading to an educational contract. Evaluation was performed using a standardised collection form and a satisfaction survey. Results: Of 154 patients, 146 underwent TPE. During a median of 1.8 years, 47% of patients had ≥3 consultations. Educational assessment revealed limited knowledge about HIV disease. Conversely, patients had frequently managed issues of adherence or disclosure. A median of 12 objectives were considered per patient, and 75% were attained. Objectives from the cognitive domain were less frequently attained. Patients appeared satisfied with the intervention: more emphasis was placed on psycho-affective aspects or experience-sharing than on the acquisition of knowledge. Conclusion: Active listening, know-how and a space for discussion appear more important for patients than knowledge on disease or treatments. Practice implications: In HIV care, the directory of learning objectives should be revised to include more objectives concerning practical skills for disease management.