- Title
- Patient readiness for risk-reduction education and lifestyle change following transient ischemic attack
- Creator
- Geldens, Nicholas; Crowfoot, Gary; Sweetapple, Anne; Vyslysel, Glade; Mason, Gillian; English, Coralie; Janssen, Heidi
- Relation
- Disability and Rehabilitation Vol. 43, Issue 3, p. 400-405
- Publisher Link
- http://dx.doi.org/10.1080/09638288.2019.1626918
- Publisher
- Taylor & Francis
- Resource Type
- journal article
- Date
- 2021
- Description
- Purpose: Patient readiness for secondary prevention and lifestyle change following transient ischemic attack is not well understood. Understanding patient perspectives about the timing and delivery of secondary prevention education is essential to promote meaningful risk factor reduction in this population. Materials and methods: A single, semi-structured, telephone interview was conducted with ten individuals (7 male, 3 female) within three months following a transient ischemic attack. Interviews explored transient ischemic attack experiences and post-event education. Data were analyzed using inductive thematic analysis. Results: Individuals had a variety of experiences with secondary prevention education. Four themes emerged from these experiences including “what the hell happened?”, “I mustn’t have been quite ready”, “what should I be doing?” and “we all see it in different ways.” Individual knowledge, personal experience of transient ischemic attack, socio-environmental factors, and the format and content of education influenced patient readiness to receive secondary prevention education and adopt lifestyle changes. Conclusion: Readiness for risk-reduction education and lifestyle change following transient ischemic attack is individual and complex. Logistical factors including the location, time, and cost of education, timing of education delivery, and patient perspectives should be considered in the development and delivery of secondary prevention interventions for these people.
- Subject
- transient ischemic attack; stroke; secondary prevention; education; qualitative; SDG 3; Sustainable Development Goals
- Identifier
- http://hdl.handle.net/1959.13/1462412
- Identifier
- uon:46463
- Identifier
- ISSN:0963-8288
- Language
- eng
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