What is the effect of a low literacy talking book on patient knowledge, anxiety and communication before radiation therapy starts? A pilot study. Issue 4 (15th July 2022)

• Record Type: Journal Article
• Authors: Smith‐Lickess, Sian K; Stefanic, Natalie; Shaw, Joanne; Shepherd, Heather; Naehrig, Diana; Turner, Robin M; Cabrera‐Aguas, Maria; Meiser, Bettina; Halkett, Georgia KB; Jackson, Michael; Saade, George; Bucci, Joseph; Milross, Christopher; Dhillon, Haryana M
• Is Part Of: Journal of medical radiation sciences. Volume 69:Issue 4(2022)
• Page Start: 463
• Page End: 472
• Publication Date: 2022-07-15
• Subjects: Cancer -- Communication -- Health literacy -- Knowledge -- Radiation therapy -- Talking book; Radiology, Medical -- Periodicals; Radiology, Medical -- Australia -- Periodicals; Radiology, Medical -- New Zealand -- Periodicals; Radiotherapy -- Periodicals; Diagnostic imaging -- Periodicals; 616
• DOI: 10.1002/jmrs.606
• Languages: English
• ISSNs: 2051-3895

Abstract

Abstract: Introduction: Radiation therapy is a common cancer treatment, requiring timely information to help patients prepare for treatment. We pilot tested a low literacy, psycho‐educational talking book (written booklet, with accompanying audio recording) to examine (i) the effect of the tool on knowledge, anxiety and communication; (ii) acceptability, and (iii) how it was used in appointments. Methods: A pre‐post design was employed. Patients scheduled to receive radiation therapy for any cancer were recruited from two hospitals in Sydney, Australia. Participants were sent the talking book before treatment planning and completed baseline and follow‐up surveys, before and after the intervention. Results: Forty participants were recruited, and 39 completed all study assessments. Overall, knowledge increased after receiving the talking book by 3.8 points from 13.9 to 17.7/20 (95% confidence interval (CI) 2.7, 4.8, P < 0.001). Anxiety and concerns were significantly lower after receiving the talking book ( P = 0.015 and P = 0.004, respectively). Nearly half of participants ( s = 17, 48%) reported using the book during appointments. Most reported finding it easier to communicate ( n = 31, 89%) and to ask more questions ( n = 21, 62%). Conclusion: The talking book shows promise in improving knowledge, reducing anxiety and enhancing communication. Strategies to support the implementation of the talking book are required. Further studies to translate the book into different languages are also planned. Abstract : We pilot tested a low literacy, psycho‐educational talking book (written booklet, with accompanying audio‐recording) to examine: (i) the effect of the tool on knowledge, anxiety, concerns and communication; and (ii) acceptability. The talking book shows promise in improving knowledge, reducing anxiety, and enhancing communication.