A Narrative Literature Review to Direct Spinal Cord Injury Patient Education Programming

Top Spinal Cord Inj Rehabil, 2015 · DOI: 10.1310/sci2101-49 · Published: January 1, 2015

Spinal Cord Injury Patient Experience Rehabilitation

Simple Explanation

The initial months of rehabilitation are daunting, yet paramount, for successful achievement of goals following a spinal cord injury (SCI). There has been a growing understanding and recognition of the importance of SCI-related education during rehabilitation. For individuals who have sustained an SCI, education is required for successful health maintenance as well as improved quality of life and community reintegration. The aim of this article is to synthesize and discuss the SCI-related patient education literature in the form of a narrative overview. Results are expected to provoke thoughtful consideration of potential barriers, solutions, benefits, and patient preferences regarding SCI patient education.

Study Duration

Not specified

Participants

Patients with spinal cord injury

Evidence Level

Narrative Literature Review

Key Findings

1
Barriers to SCI education emerged as a particularly strong theme in the literature; 5 specific challenges were consistently identified.
2
Adult learning principles, and how they are, or are not, being applied in the rehabilitation learning process, are pertinent to the discussion of SCI education.
3
The themes and barriers found in the literature search were used to identify 5 core requisites for successful SCI patient education programming.

Research Summary

To improve SCI education during rehabilitation, programs should maximize the receptiveness of newly injured patients to SCI-related information, optimize the delivery of SCI education, increase the number of opportunities for learning, promote and support lifelong learning, and include patient and program evaluation. These changes have exacerbated scheduling issues, workload management challenges, resource scarcity, family stresses, and fragmented education programs. If formal assessment is not a realistic option, authors have identified informal signs that indicate whether patients have increased knowledge concerning SCI, including demonstrated confidence in participating in decision making regarding their care and self-reports of effective problem-solving skills.

Practical Implications

Maximize Patient Receptiveness

Emphasize education's importance, reduce barriers to learning, and tailor content to perceived needs.

Optimize Education Delivery

Involve family and peers, utilize problem-based learning, employ multiple teaching methods, and develop educators.

Promote Ongoing Education

Encourage access to resources, support community programs, and foster a culture that values lifelong learning.

Study Limitations

1
Narrative review with risk of bias
2
Did not delve into specific educational topics related to SCI
3
Possibility that relevant and informative articles could have been overlooked.

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