Médecine communautaire et éducation à la santé

Abstrait

Learning Preference And Motivation To Learn By Age And Gender In Patients With Chronic Wound

Ranjita Misra, Ron McBride, Ping Xiang, Lynn Lambert, Payal Kahar and Chandan K Sen

Background: Effective patient education requires assessment of patients’ learning preferences. Learning preferences and motivation to learn are largely unexplored among patients with chronic wounds.

Objective: This study examined learning preferences and motivation to learn in adult patients by age and gender. Design and methods: A retrospective study design. Data were abstracted from 1003 (29 % elderly, 53% females) patient charts at a Chronic Wound Center; patients were treated for non-healing chronic wounds.

Key results: The mean age was 55.2 ± 17 years; 48% had a high school education. Half (51%) were eager to learn and 69% asked questions but 17% were anxious/uninterested/confused/ uncooperative during assessment by the nurse manager. The majority preferred to learn by explanation (59%) or demonstration (56%); printed materials (34%), video and group learning (1%) was not favored. Females preferred the demonstration/printed materials than males (p<.05); females and older patients (≥ 65 years) were less likely to ask questions and were anxious than males/ younger patients. Motivation to learn was a significant predictor of wound closure in the multivariate logistic regression model (p<.05).

Conclusions: Results have implications for tailoring treatment regimens, particularly those involving self-care measures.

Practice implications: Tailored age- and gender-education and visual models for learning can improve compliance and empower patients.