Danielle M Muscat1, Suzanne Morony1, Heather L Shepherd2, Sian K Smith3, Haryana M Dhillon4, Lyndal Trevena1, Andrew Hayen5, Karen Luxford6, Don Nutbeam7, Kirsten McCaffery8. 1. The Screening and Test Evaluation Program (STEP), Sydney School of Public Health, The University of Sydney, NSW, Australia; Centre for Medical Psychology and Evidence-Based Decision-Making (CeMPED), Sydney School of Public Health, The University of Sydney, NSW, Australia. 2. Centre for Medical Psychology and Evidence-Based Decision-Making (CeMPED), Sydney School of Public Health, The University of Sydney, NSW, Australia; Psycho-Oncology Co-Operative Research Group (PoCoG), School of Psychology, The University of Sydney, NSW, Australia. 3. Psychosocial Research Group, Prince of Wales Clinical School, Faculty of Medicine, University of New South Wales, NSW, Australia. 4. Centre for Medical Psychology and Evidence-Based Decision-Making (CeMPED), Concord Clinical School, The University of Sydney, NSW, Australia; School of Psychology, The University of Sydney, NSW, Australia. 5. School of Public Health and Community Medicine, University of New South Wales, NSW, Australia. 6. Patient-Based Care, Clinical Excellence Commission, NSW, Australia. 7. University of Southampton, Southampton, UK. 8. The Screening and Test Evaluation Program (STEP), Sydney School of Public Health, The University of Sydney, NSW, Australia; Centre for Medical Psychology and Evidence-Based Decision-Making (CeMPED), Sydney School of Public Health, The University of Sydney, NSW, Australia. Electronic address: kirsten.mccaffery@sydney.edu.au.
Abstract
OBJECTIVE: Given the scarcity of shared decision-making (SDM) interventions for adults with low literacy, we created a SDM training program tailored to this population to be delivered in adult education settings. METHODS: Formative evaluation during program development included a review of the problem and previous efforts to address it, qualitative interviews with the target population, program planning and field testing. RESULTS: A comprehensive SDM training program was developed incorporating core SDM elements. The program aimed to improve students' understanding of SDM and to provide them with the necessary skills (understanding probabilistic risks and benefits, personal values and preferences) and self-efficacy to use an existing set of questions (the AskShareKnow questions) as a means to engage in SDM during healthcare interactions. CONCLUSIONS: There is an ethical imperative to develop SDM interventions for adults with lower literacy. Generic training programs delivered direct-to-consumers in adult education settings offer promise in a national and international environment where too few initiatives exist. PRACTICE IMPLICATIONS: Formative evaluation of the program offers practical insights into developing consumer-focused SDM training. The content of the program can be used as a guide for future efforts to engage consumers in SDM.
OBJECTIVE: Given the scarcity of shared decision-making (SDM) interventions for adults with low literacy, we created a SDM training program tailored to this population to be delivered in adult education settings. METHODS: Formative evaluation during program development included a review of the problem and previous efforts to address it, qualitative interviews with the target population, program planning and field testing. RESULTS: A comprehensive SDM training program was developed incorporating core SDM elements. The program aimed to improve students' understanding of SDM and to provide them with the necessary skills (understanding probabilistic risks and benefits, personal values and preferences) and self-efficacy to use an existing set of questions (the AskShareKnow questions) as a means to engage in SDM during healthcare interactions. CONCLUSIONS: There is an ethical imperative to develop SDM interventions for adults with lower literacy. Generic training programs delivered direct-to-consumers in adult education settings offer promise in a national and international environment where too few initiatives exist. PRACTICE IMPLICATIONS: Formative evaluation of the program offers practical insights into developing consumer-focused SDM training. The content of the program can be used as a guide for future efforts to engage consumers in SDM.
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Authors: Kirsten J McCaffery; Suzanne Morony; Danielle M Muscat; Sian K Smith; Heather L Shepherd; Haryana M Dhillon; Andrew Hayen; Karen Luxford; Wedyan Meshreky; John Comings; Don Nutbeam Journal: BMC Public Health Date: 2016-05-27 Impact factor: 3.295
Authors: Danielle M Muscat; Heather L Shepherd; Don Nutbeam; Suzanne Morony; Sian K Smith; Haryana M Dhillon; Lyndal Trevenal; Andrew Hayen; Karen Luxford; Kirsten McCaffery Journal: Health Lit Res Pract Date: 2017-12-11
Authors: Danielle M Muscat; Suzanne Morony; Lyndal Trevena; Andrew Hayen; Heather L Shepherd; Sian K Smith; Haryana M Dhillon; Karen Luxford; Don Nutbeam; Kirsten J McCaffery Journal: Health Lit Res Pract Date: 2019-10-03
Authors: Kirsten J McCaffery; Suzanne Morony; Danielle M Muscat; Andrew Hayen; Heather L Shepherd; Haryana M Dhillon; Sian K Smith; Erin Cvejic; Wedyan Meshreky; Karen Luxford; Don Nutbeam Journal: Health Lit Res Pract Date: 2019-10-03
Authors: Danielle M Muscat; Suzanne Morony; Sian K Smith; Heather L Shepherd; Haryana M Dhillon; Andrew Hayen; Lyndal Trevena; Karen Luxford; Don Nutbeam; Kirsten J McCaffery Journal: Health Expect Date: 2017-07-05 Impact factor: 3.377
Authors: Maria Lazo-Porras; Angela M Bayer; Ana Acuña-Villaorduña; Claudia Zeballos-Palacios; Deborah Cardenas-Montero; Michael Reyes-Diaz; Monica Naranjo-Caceres; German Malaga Journal: MDM Policy Pract Date: 2017-08-08
Authors: Ruth Koops van 't Jagt; Shu Ling Tan; John Hoeks; Sophie Spoorenberg; Sijmen A Reijneveld; Andrea F de Winter; Sonia Lippke; Carel Jansen Journal: Int J Environ Res Public Health Date: 2019-10-03 Impact factor: 3.390