This paper is in the following e-collection/theme issue:

TTRN CPH 2022: "Digital Health beyond COVID-19: Lessons Learned" (37)

Published on in Vol 8, No 1 (2022): Jan-Dec

Preprints (earlier versions) of this paper are available at https://preprints.jmir.org/preprint/41184, first published .
Design and Development of an e-Learning Patient Education Program for Self-management Support in Patients With Rheumatoid Arthritis

Design and Development of an e-Learning Patient Education Program for Self-management Support in Patients With Rheumatoid Arthritis

Design and Development of an e-Learning Patient Education Program for Self-management Support in Patients With Rheumatoid Arthritis

Authors of this article:

Line Raunsbæk Knudsen1, 2 Author Orcid Image ;   Kirsten Lomborg3, 4 Author Orcid Image ;   Annette de Thurah1, 2 Author Orcid Image
Article Authors Cited by Tweetations Metrics

    Abstract

    1Department of Rheumatology, Aarhus University Hospital, Aarhus N, Denmark

    2Department of Clinical Medicine, Aarhus University, Aarhus, Denmark

    3Steno Diabetes Center Copenhagen, Copenhagen, Denmark

    4Department of Clinical Medicine, University of Copenhagen, Copenhagen, Denmark

    *all authors contributed equally

    Corresponding Author:

    Line Raunsbæk Knudsen, BSc, MCN

    Department of Rheumatology

    Aarhus University Hospital

    Palle Juul- Jensens Boulevard 99

    Aarhus N, 8200

    Denmark

    Phone: 45 30375716

    Email: linknuds@rm.dk


    Background: Patient education is integral to the treatment and care of patients with rheumatoid arthritis. Furthermore, change is taking place in the organization of health care systems because of a demographic shift toward aging populations and advancements in digital technologies, allowing for new interventions. However, evidence on how to provide web-based patient education within arthritis is limited.

    Objective: This study aimed to develop an e-learning education program targeting patients with rheumatoid arthritis.

    Methods: The development involved content specification and creative design with contributions from the investigators, patient research partners, and experts in communication, digital design, and e-learning. It was theoretically framed within theories of self-management and behavior change, multimedia learning, and entertainment education and empirically based on the evidence of patient education in rheumatoid arthritis and focus group discussions with patients, nurses, and rheumatologists. Finally, we conducted a feasibility test among 10 patients to assess the acceptability and usability of the program to identify areas to be adjusted.

    Results: The 5 following themes for educational needs were found in focus group discussions: “Knowledge of rheumatoid arthritis,” “The disease course and prognosis,” “Medical treatment,” “A new life situation,” and “Daily life with rheumatoid arthritis.” Based on these themes, a didactic and entertaining e-learning program with a simple user interface was created. It consists of 3 modules covering the disease course, examinations, treatment, and daily life with rheumatoid arthritis. It combines animations, videos, podcasts, text, speech, and tests. The patients who tested the program found it to be feasible—that is, clear in content and easy to understand with a suitable pace and coherence between graphics, speech, and text.

    Conclusions: This e-learning program is based on solid theoretical knowledge that meets users’ needs and is easy to use. Our study describes possible elements integrated in the development of web-based educational tools that can guide future development processes.

    iproc 2022;8(1):e41184

    doi:10.2196/41184

    Keywords

    rheumatoid arthritis; web-based patient education; e-learning; digital health tools; self-management 

    Conflicts of Interest

    None declared.

    Edited by B Dinesen; This is a non–peer-reviewed article. submitted 18.07.22; accepted 19.08.22; published 22.08.22

    Copyright

    ©Line Raunsbæk Knudsen, Kirsten Lomborg, Annette de Thurah. Originally published in Iproceedings (https://www.iproc.org), 22.08.2022.

    This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in Iproceedings, is properly cited. The complete bibliographic information, a link to the original publication on https://www.iproc.org/, as well as this copyright and license information must be included.