| Literature DB >> 31401599 |
Hayley Thomson1,2, Kerrie Evans3,4,5, Jonathon Dearness1, John Kelley1, Kylie Conway1, Collette Morris1, Leanne Bisset4,6, Gwendolijne Scholten-Peeters7, Pim Cuijpers8, Michel W Coppieters6,7.
Abstract
INTRODUCTION: Prognostic screening of people with low back pain (LBP) improves utilisation of primary healthcare resources. Whether this also applies to secondary healthcare remains unclear. Therefore, this study aims to develop prognostic models to determine at baseline which patients with persistent LBP are likely to have a good and poor outcome to a 5-week programme of combined education and exercise ('UPLIFT') delivered in a secondary healthcare setting. METHODS AND ANALYSIS: A prospective cohort study of 246 people with persistent LBP will be conducted in a secondary healthcare outpatient setting. Patients will be recruited from a physiotherapy-led neurosurgical screening clinic. Demographic data, medical history and psychosocial characteristics will be recorded at baseline. Fear avoidance beliefs, pain self-efficacy, LBP treatment beliefs, pain catastrophising, perceived injustice, depression, anxiety and stress, disability level, pain intensity and interference, health status and social connectedness will be considered as potential prognostic variables, which will be assessed using self-reported questionnaires. Participants will attend the UPLIFT programme, consisting of weekly 90 min group sessions that combine interactive education sessions and a graded exercise programme. The outcome measure to identify good and poor outcome is the Global Rating of Change scale, assessed at completion of the UPLIFT programme and at 6 months follow-up. Multiple imputation analyses will be performed for missing values. Prognostic models will be developed using multivariable logistic regression analyses, with bootstrapping techniques for internal validation. We will calculate the explained variance of the models and the area under the receiver operating characteristic curve. Furthermore, we will determine whether participation in the UPLIFT programme is associated with changes in psychosocial characteristics. ETHICS AND DISSEMINATION: Gold Coast Health Service Human Research Ethics Committee (HREC/18/QGC/41) and the Griffith University Human Research Ethics Committee (GU Ref No: 2018/408) approved the study. Dissemination of findings will occur via peer-reviewed publications and conference presentations. TRIAL REGISTRATION NUMBER: ACTRN12618001525279. © Author(s) (or their employer(s)) 2019. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.Entities:
Keywords: biopsychosocial; chronic pain; disability; pain education; prognosis; rehabilitation
Mesh:
Year: 2019 PMID: 31401599 PMCID: PMC6701637 DOI: 10.1136/bmjopen-2018-028747
Source DB: PubMed Journal: BMJ Open ISSN: 2044-6055 Impact factor: 2.692
Figure 1Flow chart of the UPLIFT study. GP, general practitioner.
Curriculum of the UPLIFT programme
| Interactive education sessions (60 min per theme/session) | ||||
| Themes/Sessions | Target concepts | Content | Delivery mode and additional resources | Assessment |
| 1. Pain neuroscience education |
Pain is normal and is always real. Pain is a protective mechanism. Pain involves distributed brain activity. Pain and tissue damage are poorly related. Pain relies on context. We are bioplastic. |
Examples of pain as an output of the nervous system in everyday activity. The body sending danger signals and the brain decides whether to produce pain. The body learns and may become overprotective over time. Improving knowledge and understanding pain changes pain. Exploration and discussion of how the intensity of pain can vary depending on context. Discussion of participants’ own experiences of how memory, anxiety and mood can alter their experience of pain. |
Every participant will be provided a take-away patient workbook to strengthen the education provided by face-to-face group sessions. Small group peer-to-peer discussion model with facilitators present to steer and nudge conversation. Participant and therapist storytelling. Use of metaphors. Expert patients share their story and understanding of their pain (third-party endorsement). Multimedia resource: ‘Tame the beast’ ( Explain Pain Supercharged book. |
Level of group interaction and engagement. Can participants extrapolate target concepts to personal experience of pain? Can participants share examples of when their pain was affected by context? Can participants explain to each other what produces pain? Can participants explain to the group the content covered? |
| 2. Pacing |
Degree of pain does not equal degree of damage. Pain is an overprotector. Pain is one of many protective outputs. Meaningful movement reduces pain. |
Group discussion sharing ‘good news stories’ and ‘lessons learnt’ from previous week. Examples of when the nervous system can be overprotective, leading to avoidant behaviours. Discuss examples where significant injury does not cause significant pain. Personalised content by participants sharing related experiences. Explore and discuss pacing examples within group members. |
Small group peer-to-peer discussion model with facilitators present to steer and nudge conversation. Use of motivational interviewing techniques, affirmations, seeking clarifications, exploring barriers. Participant, expert patient and therapist storytelling. Painful Yarns book. Expert patient shares their experiences using pacing strategies (third-party endorsement). Waking and walking habit introduced: participants commit to waking at the same time 5 days per week, move through their morning routine and engage in a walk outside of the house, of a distance of their own choosing. Workbook activity: development of individualised pacing plan. |
Level of group interaction and engagement. Can participants discuss with each other what pacing strategies they have learnt and will be able to implement into their daily and valued activities? Review of individualised pacing plan. |
| 3. Flare-up management |
Degree of pain does not equal degree of damage. Increased pain can be from multiple causes. Important to manage the physiological and psychological responses. Triggers of flare-ups are not necessarily biomechanical. Active approaches promote recovery. |
Group discussion sharing ‘good news stories’ and ‘lessons learnt’ from previous weeks. Reflection and sharing of typical triggers from personal narratives. Education regarding the body’s physiological response to danger and threat, awareness of triggers and psychological response. Relaxation strategies. |
Small group peer-to-peer discussion model with facilitators present to steer and nudge conversation. Motivational interviewing techniques, challenging individuals; Expert patient shares their flare-up management strategies (third-party endorsement). Practice a mindfulness exercise (body scanning, breathing). Workbook activity: development of individualised flare-up plan. |
Level of group interaction and engagement. Can participants identify other symptoms they experience during a flare-up of pain (anger, fear, sweating, poor sleep)? Review of active coping strategies used and intended to use. Can participants identify physical and psychological triggers of their flare-ups? Can participants explain to the group a new strategy they will use during a flare-up? Review engagement in waking and walking programme. Review of individualised flare-up plan. |
| 4. Acceptance |
Pain is one of many protective outputs. Some pain may be unavoidable. Normal experience of persistent pain is one of relapse and recovery over a protracted period. Acceptance is pragmatic resilience, it is not ‘giving up’ or resignation. In most cases, more scans are not helpful. Pain and disability from pain are two different things and can be uncoupled. |
Group discussion sharing ‘good news stories’ and ‘lessons learnt’ from previous weeks. Examination of some of the personal stories about what participants have avoided and why. Exploration of how participants feel they may have to validate their pain in light of social stigma. Presentation of evidence regarding the poor correlation between normal age-related changes on imaging and pain. Examination through discussion of the differences between the experience of pain and the nature of suffering. Value- based action despite pain. Participants encouraged to let go of any perceived injustice, as it is a barrier to recovery. |
Small group peer-to-peer discussion model. With facilitators present to steer and nudge conversation. Storytelling encouraged and peer supported. Expert patient shares their experience of reaching a point of acceptance (third-party endorsement). Motivational interviewing techniques used, discovering what behavioural changes have been made and/or attempted. As required, challenge participant ambivalence (‘on a scale of 1–10, how likely are you to try and do a little more exercise’). Workbook activities: “What valued activity have I been avoiding that I can reintegrate this week?” Four-point decision-making grid activity (important/not important, changeable/not changeable). Pragmatic goal setting. |
Level of group interaction and engagement. Can participants identify support networks—family, friends, health professionals? Can participants describe what valued activity they have been avoiding that they can reintegrate over the week? Review of 4-point decision making grid activity. Can participants explain their responses to group members? Review of goal setting activity. Review engagement in waking and walking programme. |
| 5. Healthy lifestyles |
Overall improved general health enhances reduction in pain and increased capacity. Sleep is restorative. Aim to reach a 30 min per day exercise programme. Socialisation is important. Meaningful movement reduces pain. |
Group discussion sharing ‘good news stories’ and ‘lessons learnt’ from previous weeks. Education presented about how the compromised health of the immune system through poor diet, sleep, smoking or lack of exercise impairs recovery. Pain and poor sleep quality have a bidirectional relationship. Group activity to develop a healthy sleep plan, identifying unhelpful sleep behaviours. Presentation of community options for group exercise. Seek input from participants about knowledge of opportunities for community engagement. |
Small group peer-to-peer discussion model. With facilitators present to steer and nudge conversation. Storytelling encouraged and peer supported. Expert patient shares their helpful sleep behaviours and engagement in meaningful movement (third-party endorsement). Motivational interviewing techniques. Multimedia resource: ‘23 ½ hours’ ( Review of City of Gold Coast Active and Healthy programme ( Workbook activities: Development of an individualised healthy sleep plan. Development of an individualised movement plan. |
Can participants identify their helpful and unhelpful sleep behaviours? Review of healthy sleep plan. Review of individualised movement plan. Review engagement in waking and walking programme. |
| Week 1–5: physical activity and exercise (30 min per session) | ||||
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The kind of exercise each participant finds accessible and affordable is identified, promoting independent and sustainable engagement in the community. Immediately following group learning, participants move into an adjacent area for a 30 min exercise session. Exercise is supervised by two physiotherapists. A feature of the exercise area is the presence of large mirrors, providing real-time visual feedback to patients, and facilitating the reorganisation of neural networks to reduce pain associated with movement. Participants are encouraged to reflect individually during each exercise session on personal experiences of movement and avoidance, and are supported to apply knowledge from content discussed during the interactive education sessions. Participants engage in goal-oriented ‘safe’ movement, including graduated exposure to feared movement/activities, cardiovascular exercise and a practical tai chi and yoga series. Participants can choose which cardiovascular exercise modality they perform (stationary bike, rowing machine, treadmill). Exercises are tailored to match individual capacity and individualised goals. Where possible, exercises are designed to facilitate socialisation between participants. | ||||