Exploring How Men and Women Approach Patient Educational Resources: How this Impacts Patient Experience
| dc.contributor.advisor | Jacobsen, D. Michelle | |
| dc.contributor.author | Viceer, Nazia | |
| dc.contributor.committeemember | Nelson, Gregg | |
| dc.contributor.committeemember | Groen, Janet Elizabeth | |
| dc.date | 2020-11 | |
| dc.date.accessioned | 2020-10-14T20:48:29Z | |
| dc.date.available | 2020-10-14T20:48:29Z | |
| dc.date.issued | 2020-10-13 | |
| dc.description.abstract | Patient education (PE) resources are provided to patients with the aim of engaging them in their health outcomes. Medicine, and as a result patient education, has evolved over many decades but has been skewed to favor one gender. This emphasis on representation of one gender has upheld a hegemonic status quo, excluding almost half of the patient population. Thus, there is a need for a more inclusive approach to patient education. This research used a case study methodology to investigate patient education as part of the Enhanced Recovery After Surgery (ERAS) protocol. ERAS is a set of clinical practice changes that have contributed to patients being discharged from hospital sooner with fewer re-admissions and complications after colorectal surgery when compared to traditional surgical practices. In process of the development of ERAS patient education for the surgery process, differences that men and women may experience have not been well considered in the development of the patient education. This research was conducted with patients who underwent a colorectal ERAS surgical procedure. This study considers patient and healthcare provider (HCP) perspectives in regard to engagement with PE to determine if there are biological sex and gender specific considerations or processes that may result in improved patient outcomes and/or satisfaction. Participants identified gaps in the PE pertaining to sex and gender as well as other areas of personalization such as nutritional and post-care instructions. Participants indicated that involving patients as partners in development of PE may be a way to address gaps and improve outcomes. Study findings may be used to help design patient educational tools that consider a sex and gender approach, in order to be more inclusive and prioritize the needs of the patient populations that HCP aim to engage with ERAS. | en_US |
| dc.identifier.citation | Viceer, N. (2020). Exploring How Men and Women Approach Patient Educational Resources: How this Impacts Patient Experience (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/38334 | |
| dc.identifier.uri | http://hdl.handle.net/1880/112685 | |
| dc.language.iso | eng | en_US |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en |
| dc.rights | University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | en_US |
| dc.subject | sex, gender, patient education, post structural feminist theory, Enhanced Recovery After Surgery (ERAS ®) | en_US |
| dc.subject.classification | Education--Adult and Continuing | en_US |
| dc.subject.classification | Education--Health | en_US |
| dc.title | Exploring How Men and Women Approach Patient Educational Resources: How this Impacts Patient Experience | en_US |
| dc.type | doctoral thesis | en_US |
| thesis.degree.discipline | Education Graduate Program – Educational Research | en_US |
| thesis.degree.grantor | University of Calgary | en_US |
| thesis.degree.name | Doctor of Education (EdD) | en_US |
| ucalgary.item.requestcopy | true | en_US |