Patient Education Provided by Physiotherapists for Patients with Chronic Obstructive Pulmonary Disease: Results of a Scoping Review

Navigating Drug-Induced Lung Disease (DILD): A Comprehensive Review on Management and Prevention Strategies

Drug-induced lung disease (DILD) is a significant and often overlooked adverse effect of pharmacological treatments, encompassing a range of pulmonary disorders triggered by medications. This review provides a comprehensive overview of DILD, focusing on its definition, pathophysiology, and clinical implications. We explore the epidemiology of DILD, highlighting the prevalence of various drugs associated with pulmonary toxicity and the factors influencing susceptibility. The review details the clinical presentation of DILD, including common symptoms and diagnostic challenges, and outlines diagnostic modalities such as imaging, pulmonary function tests, and invasive procedures. Management strategies are discussed, emphasizing the importance of timely drug discontinuation, supportive care, and the role of corticosteroids and novel therapies. Preventive measures, including pre-treatment evaluations and ongoing monitoring, are also addressed. The review concludes by examining future research directions and emerging therapies, aiming to enhance the understanding and management of DILD. This review is intended to aid healthcare professionals in recognizing, managing, and preventing drug-induced lung diseases, ultimately improving patient outcomes and safety.

Patient education for individuals with Interstitial Lung Disease: A scoping review

Objectives

Interstitial Lung Disease (ILD) is a severe and rapidly progressing disease with a high fatality rate. Patient education (PE) has been demonstrated to promote long-term adherence to exercise and lifestyle improvements by assisting patients in developing self-management techniques. Our scoping review's goal was to chart out the prevailing level of research about the content, processes, and effectiveness of PE for patients with ILD.

Methods

The relevant databases were searched using the rules provided by Arksey and O'Malley in 2005 and the Joanna Briggs Institute reviewers' manual 2015: an approach for JBI scoping reviews. Individuals with ILD, published in English between the years of inception and 2020, and describing PE administered by various healthcare practitioners were among the 355 studies found and reviewed. Thirteen studies met these criteria.

Results

PE delivery process, delivery techniques, quality of life assessments, common PE themes, and healthcare professional participation were all recognized and cataloged.

Conclusion

Despite the fact that healthcare professionals (physicians, nurses, and physiotherapists) provide PE to patients with ILD regularly, the PE provided varies greatly (contents of PE, process of delivery and delivery techniques). During the scoping review, a significant variation in the themes was addressed. They could not provide any evidence-based specific recommendations for all healthcare practitioners due to the studies' heterogeneity and lack of effectiveness measures.

Training physiotherapists to be responsive to their clients' health literacy needs

Objective: To evaluate health literacy learning modules designed specifically for physiotherapists in private practice.Methods: Mixed-method design was used, evaluating pre-post physiotherapist health literacy knowledge and competencies using questionnaires and semi-structured interviews. One rural and one metropolitan private physiotherapy practice were recruited.Participants: Clients, physiotherapists, and other clinic staff. The OPHELIA (Optimizing Health Literacy and Access) process was applied to identify the health literacy needs of clients; co-design interventions; and implement and evaluate the interventions. The health literacy learning modules were co-designed with the physiotherapists and included one 3-h face-to-face workshop, followed by two 1-h videoconference workshops. Health literacy knowledge (rated 1-5 for 10 items, max score 50) and skills (rated 1-5 for 5 items, max score 25) were assessed before and after the workshops. Data were analyzed by paired t-test. Interviews were recorded, transcribed, and thematically analyzed.Results: Health literacy knowledge of 19 health professionals improved after the workshop by 63% (pre 26.0 (7.5), post 41.0 (2.7), p < .001). Health literacy skills improved by 65% (pre 4.2 (3.3), post 21.8 (2.3), p < .001). We identified three themes from interview data: 1) 'the multi-faceted nature of health literacy requires multiple strategies'; 2) 'changing practice to promote understanding'; and 3) 'reflection on roles of multidisciplinary private practice.'Practice Implications: Improvements in health literacy knowledge and skills are possible through post-graduate professional development.Conclusion: Workshops changed physiotherapists' understanding of their role in promoting health literacy.