Evidence-informed development of women-focused cardiac rehabilitation education
Notice bibliographique
Résumé
Abstract Background Cardiovascular rehabilitation (CR) is an outpatient model of secondary preventive care proven to mitigate the burden of cardiovascular disease (CVD). Despite their differential risk factor burden, context and often different forms of heart disease, CR programs generally do not provide women with needed secondary prevention information specific to them. Purpose to co-design evidence-informed, theoretically-based women-focused education for the secondary prevention of CVD. Broadly, we aim to build capacity in women-focused CR education for patients who identify as women and their care partners, multi-disciplinary healthcare professionals and trainees involved in delivery of CR, as well as decision-makers. Methods A multi-disciplinary, multi-stakeholder steering committee (N=18) oversaw the four-phase development of the women-focused curriculum, called ‘Cardiac College for Women’. Phase 1 involved a literature review on women’s CR information needs and preferences, phase 2 a CR program needs assessment, phase 3 content development (including determining content and mode, assigning experts to create the content, plain language review and translation), and phase 4 will comprise evaluation and implementation. In phase 2, a focus group was conducted with Canadian CR providers; it was analyzed using Braun and Clarke’s iterative approach. Results Nineteen providers participated in the focus group, with four themes emerging: current status of education (most CR programs tended not to have specific education for women, or an organizational culture to educate women differently than men), challenges to delivering women-focused education (cost, time, human resources, internet access / barriers to dissemination of education resources, lack of staff training on women’s health and lack of support from their institution), delivery modes and topical resources (women want a multi-modal interactive approach, which incorporates time for motivational discussions along with the education). Results were consistent with those from our related global survey, supporting saturation of themes. Co-designed educational materials included 19 videos. These were organized across 5 webpages in English and French, specific to tests and treatments, exercise, diet, psychosocial well-being, and self-management. Twelve corresponding session slide decks with notes for clinicians were created, to support program delivery in CR flexibly. Conclusion Cardiac College for Women is a multi-modal, accessible, co-designed, evidence-based, plain language, theoretically-informed educational curriculum with resources available in all areas of CVD secondary prevention. It can be delivered based on women’s preferences for modalities and content, as well as CR program realities (e.g., staff, dose). While further evaluation is underway to confirm utility and effectiveness, it is hoped these resources will support women to reduce their risk of cardiovascular sequelae.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».