Jana Bajcar1. 1. Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario, Canada. jana.bajcar@utoronto.ca
Abstract
BACKGROUND: Patients on long-term medications have varied medication-taking practices and complex and often unmet medication information needs. OBJECTIVES: The objective of this qualitative study was to describe from the patient's perspective the medication-taking tasks performed by patients currently receiving long-term medications and then to hypothesize how these tasks relate to patients' medication information needs. METHODS: In-depth semistructured interviews were conducted with individuals between the ages of 18 and 65, who had a college or university education, and who were on at least one long-term medication. Grounded theory approach was used for data gathering and data analysis. Maximum variation and theoretical sampling were used and the sample size was determined when theoretical saturation was reached in the core category. Interpretive and theoretical validity were ensured through member checking, through the use of the constant comparative method, and by a review of the results by a panel of pharmacists and physicians. RESULTS: Ten participants aged between 41 and 64 years were included in the study sample. The participants had between one and 7 chronic illnesses, duration of these illnesses to date varied from 1 year to 40 years, and each participant was taking between one and 13 medications. A model was developed that consists of 4 thematic categories: (a) making sense of medication taking, (b) medication-taking acts, (c) mediation-taking self-assessment, and (d) context of medication taking. The main category was making sense of medication taking that consisted of 3 subcategories: (a) nonproblematic mode, (b) problematic mode, and (c) stunned mode. The model explains how and why a patients' need for medication-taking education may vary because their medication-taking practices changes. The model also connects each category to medication information that people may need. CONCLUSIONS: Findings contribute to our understanding of medication-taking practice of individuals on long-term medication and have implication for patient education.
BACKGROUND:Patients on long-term medications have varied medication-taking practices and complex and often unmet medication information needs. OBJECTIVES: The objective of this qualitative study was to describe from the patient's perspective the medication-taking tasks performed by patients currently receiving long-term medications and then to hypothesize how these tasks relate to patients' medication information needs. METHODS: In-depth semistructured interviews were conducted with individuals between the ages of 18 and 65, who had a college or university education, and who were on at least one long-term medication. Grounded theory approach was used for data gathering and data analysis. Maximum variation and theoretical sampling were used and the sample size was determined when theoretical saturation was reached in the core category. Interpretive and theoretical validity were ensured through member checking, through the use of the constant comparative method, and by a review of the results by a panel of pharmacists and physicians. RESULTS: Ten participants aged between 41 and 64 years were included in the study sample. The participants had between one and 7 chronic illnesses, duration of these illnesses to date varied from 1 year to 40 years, and each participant was taking between one and 13 medications. A model was developed that consists of 4 thematic categories: (a) making sense of medication taking, (b) medication-taking acts, (c) mediation-taking self-assessment, and (d) context of medication taking. The main category was making sense of medication taking that consisted of 3 subcategories: (a) nonproblematic mode, (b) problematic mode, and (c) stunned mode. The model explains how and why a patients' need for medication-taking education may vary because their medication-taking practices changes. The model also connects each category to medication information that people may need. CONCLUSIONS: Findings contribute to our understanding of medication-taking practice of individuals on long-term medication and have implication for patient education.
Authors: Catherine M Reich; Samantha M Hack; Elizabeth A Klingaman; Clayton H Brown; Li Juan Fang; Lisa B Dixon; Danielle R Jahn; Julie A Kreyenbuhl Journal: Int J Psychiatry Clin Pract Date: 2017-09-17 Impact factor: 1.812