| Literature DB >> 32973054 |
Aileen Murphy1, Stephen Brosnan2, Stephen McCarthy3, Paidi O'Raghallaigh4,5, Colin Bradley6, Ann Kirby2.
Abstract
OBJECTIVES: To explore and reflect on the current anticoagulation therapy offered to patients with atrial fibrillation (AF), potential challenges and the future vision for oral anticoagulants for patients with AF and healthcare professionals in Ireland.Entities:
Keywords: adult cardiology; protocols & guidelines; qualitative research; stroke medicine
Mesh:
Substances:
Year: 2020 PMID: 32973054 PMCID: PMC7517561 DOI: 10.1136/bmjopen-2019-036493
Source DB: PubMed Journal: BMJ Open ISSN: 2044-6055 Impact factor: 2.692
Phases of thematic analysis
| Phase | Description of process | Steps taken |
| 1. Familiarising yourself with your data | Transcribing data (if necessary), reading and re-reading the data, noting down initial ideas. | Two co-authors (SB and SMC) had already taken notes during the focus group and had thus already been exposed to the data. Following the conclusion of the focus group, each note taker scribed their notes separately. This provided two separate transcripts of the focus group. |
| 2. Generating initial codes | Coding interesting features of the data in a systematic fashion across the entire data set, collating data relevant to each code. | In total, three rounds of coding were conducted in order to iteratively make sense of themes emerging from the data. During the first round, two co-authors (SB and SMC) developed coding frames of the transcriptions independently using NVivo V.12. The use of a multidisciplinary coding team helped to address potential concerns regarding researcher influence on the nature of analysis. |
| 3. Searching for themes | Collating codes into potential themes, gathering all data relevant to each potential theme. | Following initial coding, the two coders (SB and SMC) separately identified potential themes and subthemes within the transcript of the focus group discussion. |
| 4. Reviewing themes | Checking if the themes work in relation to the coded extracts (level 1) and the entire data set (level 2), generating a thematic ‘map’ of the analysis. | In the second round of coding, the two co-authors (SB and SMC) merged the themes they identified independently into common categories and subcategories in order to consolidate the findings. |
| 5. Defining and naming themes | Ongoing analysis to refine the specifics of each theme, and the overall story the analysis tells, generating clear definitions and names for each theme. | The third and final round of coding involved two other co-authors (AM and AK) independently reviewing the themes that emerged from the second round of coding. |
| 6. Producing the report | The final opportunity for analysis. Selection of vivid, compelling extract examples, final analysis of selected extracts, relating the analysis back to the research question and literature, producing a scholarly report of the analysis. | Lastly, all coauthors contributed towards the production of the report which was guided by the previous five steps of thematic analysis. |
Source: Authors own, based on Braun and Clarke (29, p 87). Codes generated are presented in online supplemental tables 2–4.
Figure 1Thematic map of future of atrial fibrillation (AF) management. NOACs, new oral anticoagulants.
Supporting AF management
| Theme | Subtheme | Reflection | Exemplary quote |
| Supporting AF management | Patient empowerment | The access and cost of medical treatment is a key barrier to patient empowerment. | ‘In Scotland, I could buy my strips in a local pharmacy. Here I have to be chasing delivery vans for two days at a time because they won’t leave them at my house [if I am not there] because it is a medical delivery. I have to order them three weeks in advance and pay €117 and €20 delivery.’ |
| Doctor–patient communication plays a central role in patient empowerment. | ‘The biggest fear is asking your doctor or specialist about your condition. Irish people have a habit of not reviewing their medication. They don’t question it and they should. You need to be as informed as possible in order to review your medication.’ | ||
| Education and health literacy are the biggest barriers to patient empowerment. | ‘The biggest barrier is medical education. There is also the issue of the medicine management.’ | ||
| System-based medical care pathways | Need to develop a shared vision for an integrated care pathway for AF treatment. | ‘Can we get an integrated care pathway? We need to get the HSE on board and involve stakeholders at a national level.’ | |
| There are a variety of healthcare professionals (primary doctor, pharmacist, nurse) who could provide education and follow-up. | ‘They could move this out of the hospital and into the community. Patients don’t need the same level of access to the hospital.’ | ||
| Preventative health measures should be emphasised as opposed to reactionary health measures. | ‘Currently, 10% of over 65s have an AF screening. The vision would be for at least 75% of over 65 to have a screening.’ | ||
| Data-driven environment required to maximise the efficiency and effectiveness of AF treatment. | ‘Practical guidelines, information sharing to keep everyone involved, unique identifiers so that patients do not need to repeatedly tell their story starting from scratch.’ | ||
| Technological advancement | Clinician IT empowerment will contribute to increased diagnosis and more efficient decision-making. | ‘There will likely be an explosion in diagnosis coming with new decision support tools that will be available in the future.’ | |
| Patient IT empowerment will contribute to increases in effectiveness and efficiency of diagnosis. | ‘Patients [using personal devices] get a mobile reading about an acute episode and figure out a way forward. They can get a rapid diagnosis by themselves within 24 hours.’ |
AF, atrial fibrillation; HSE, health services executive; IT, information technology.
Potential barriers
| Theme | Subtheme | Reflection | Exemplary quote |
| Potential barriers | Anticoagulant issues | Differences between long-term versus short-term drug costs need to be highlighted. | ‘There are differences between monitoring DOAC and warfarin… Costs get lost in a larger scheme.’ |
| There is a need to highlight the reduced adverse effects for patients through the use of alternative drugs. | ‘It has a big impact on your life… I would like if we would no longer need to use Warfarin. It’s rat poison… Warfarin is horrible. There are so many side effects in every part of life—if I need to go to the dentist, it creates the need for more antibiotics. I hate antibiotics and I only take what I have to. It (brings) cold to parts of the body you don’t even know you have. I know that it keeps me alive but anything other than warfarin is a blessing.’ | ||
| Most patients and clinicians are willing to switch once they are made aware of alternatives. | ‘I’d switch in the morning and I’ve been taking [warfarin] for 14 years. I won’t not take it but if there was an alternative I would switch.’ | ||
| Effective treatment | Resource scarcity constitutes a key barrier to effective treatment. | ‘Doctors and nurses are critically short [in number].’ | |
| While technology can empower patients, it may also create resource pressures for clinicians. | ‘The resources haven’t caught up with the technology. I’m sent multiple things, and also patients phone to say they’re coming in. But still there is a list I have to process.’ | ||
| Patients do not always adhere to medication prescriptions, which creates clinician distrust. | ‘There is a “life is busy/tablets are busy” conflict. However, many patients don’t realise that the tablet is preventing stroke.’ | ||
| Switching to NOACs | Uncertainty around guidelines is an issue when switching to NOACs. | ‘Guidelines and recommendations are needed on how many times you should bring patients back. The pharmacist goes to the GP if something is wrong.’ | |
| There is a need for patient education in order to improve patient–clinician communication. | ‘Patient education and empowerment are crucial. Patients that are on the drug for years think they know, but research does not back this up. We need to make every contact count. There needs to be one message. [This allows patients to] come along on the journey, through a collaborative approach.’ |
DOAC, direct oral anticoagulant; GP, general practitioner; NOAC, new oral anticoagulant.