Gemeinschaftsmedizin und Gesundheitserziehung

Abstrakt

Learning Preference And Motivation To Learn By Age And Gender In Patients With Chronic Wound

Ranjita Misra, Ron McBride, Ping Xiang, Lynn Lambert, Payal Kahar and Chandan K Sen

Background: Effective patient education requires assessment of patients’ learning preferences. Learning preferences and motivation to learn are largely unexplored among patients with chronic wounds.

Objective: This study examined learning preferences and motivation to learn in adult patients by age and gender. Design and methods: A retrospective study design. Data were abstracted from 1003 (29 % elderly, 53% females) patient charts at a Chronic Wound Center; patients were treated for non-healing chronic wounds.

Key results: The mean age was 55.2 ± 17 years; 48% had a high school education. Half (51%) were eager to learn and 69% asked questions but 17% were anxious/uninterested/confused/ uncooperative during assessment by the nurse manager. The majority preferred to learn by explanation (59%) or demonstration (56%); printed materials (34%), video and group learning (1%) was not favored. Females preferred the demonstration/printed materials than males (p<.05); females and older patients (≥ 65 years) were less likely to ask questions and were anxious than males/ younger patients. Motivation to learn was a significant predictor of wound closure in the multivariate logistic regression model (p<.05).

Conclusions: Results have implications for tailoring treatment regimens, particularly those involving self-care measures.

Practice implications: Tailored age- and gender-education and visual models for learning can improve compliance and empower patients.