J-P Lang1, N Jurado2, C Herdt3, F Sauvanaud4, L Lalanne Tongio5. 1. Pôle de psychiatrie, santé mentale et d'addictologie, hôpitaux universitaires de Strasbourg, 67000 Strasbourg, France; Université de Strasbourg, 67000 Strasbourg, France; Les Toises-centre de psychiatrie et psychothérapie, 1005 Lausanne, Suisse. Electronic address: jean-philippe.lang@lestoises.ch. 2. Université de Strasbourg, 67000 Strasbourg, France. 3. Directrice de la Plate-Forme ETP Alsace, 67000 Strasbourg, France. 4. Pôle de psychiatrie, santé mentale et d'addictologie, hôpitaux universitaires de Strasbourg, 67000 Strasbourg, France. 5. Pôle de psychiatrie, santé mentale et d'addictologie, hôpitaux universitaires de Strasbourg, 67000 Strasbourg, France; Inserm 1114, clinique psychiatrique, hôpitaux universitaires de Strasbourg, 67000 Strasbourg, France.
Abstract
CONTEXT: Psychoeducation and therapeutic patient education can be effectively included in treatments for patients with psychiatric disorders. These two effective educational therapies have the common purpose of improving disorder-related morbidity, compliance with treatment and patients' quality of life. While they have different methods of application, both teach patients to play an active role in their own care. However, it is still critical to combine them for care of patients with psychiatric and addiction disorders in a manner that allows for specificity. To do this, the differences between psychoeducation and therapeutic patient education must be considered, and their potential for the management of patients with psychiatric and addiction disorders must be determined. METHODS: In our article, we review the literature concerning therapeutic education programs for patients and discuss the literature based on the experiences of psychiatrists trained in these therapies. RESULTS: Despite rather nonrestrictive guidelines, and after reviewing numerous studies, we found that psychoeducation seems to be rarely used in psychiatry. The use of therapeutic patient education programs for psychiatric patients has doubled in four years but still accounts for less than 4% of validated programs in France. Only 154 programs were developed in 1175 public psychiatric facilities in 2016. Therapeutic patient education has a legal framework and recommendations, which make it suitable for inclusion in care and in the training of care providers. The rigor in the development of therapeutic patient education programs and the requirement for training and financial support reinforce the need for their establishment in healthcare institutions. As such, they could help to modify professional practices and the culture of care in mental health fields. CONCLUSION: There is a place for therapeutic patient education in psychiatry as it provides a real benefit for patients. It could modify care practices and costs, and is suitable for patients with psychiatric or addiction disorders by helping them play an active role in their care, thereby improving treatment outcomes and quality of life.
CONTEXT: Psychoeducation and therapeutic patient education can be effectively included in treatments for patients with psychiatric disorders. These two effective educational therapies have the common purpose of improving disorder-related morbidity, compliance with treatment and patients' quality of life. While they have different methods of application, both teach patients to play an active role in their own care. However, it is still critical to combine them for care of patients with psychiatric and addiction disorders in a manner that allows for specificity. To do this, the differences between psychoeducation and therapeutic patient education must be considered, and their potential for the management of patients with psychiatric and addiction disorders must be determined. METHODS: In our article, we review the literature concerning therapeutic education programs for patients and discuss the literature based on the experiences of psychiatrists trained in these therapies. RESULTS: Despite rather nonrestrictive guidelines, and after reviewing numerous studies, we found that psychoeducation seems to be rarely used in psychiatry. The use of therapeutic patient education programs for psychiatricpatients has doubled in four years but still accounts for less than 4% of validated programs in France. Only 154 programs were developed in 1175 public psychiatric facilities in 2016. Therapeutic patient education has a legal framework and recommendations, which make it suitable for inclusion in care and in the training of care providers. The rigor in the development of therapeutic patient education programs and the requirement for training and financial support reinforce the need for their establishment in healthcare institutions. As such, they could help to modify professional practices and the culture of care in mental health fields. CONCLUSION: There is a place for therapeutic patient education in psychiatry as it provides a real benefit for patients. It could modify care practices and costs, and is suitable for patients with psychiatric or addiction disorders by helping them play an active role in their care, thereby improving treatment outcomes and quality of life.
Authors: Marie Costa; Nicolas Meunier-Beillard; Elise Guillermet; Lucie Cros; Vincent Demassiet; Wendy Hude; Anna Baleige; Jean-François Besnard; Jean-Luc Roelandt; Frédéric Denis Journal: Int J Environ Res Public Health Date: 2022-06-03 Impact factor: 4.614
Authors: Marie Costa; Tangui Barré; Saskia Antwerpes; Marion Coste; Morgane Bureau; Clémence Ramier; Gwenaelle Maradan; Olivier Riccobono-Soulier; Stéphanie Vassas-Goyard; Danielle Casanova; Patrizia Carrieri Journal: Int J Environ Res Public Health Date: 2022-07-28 Impact factor: 4.614