A Proposal Comparing a Clinician-Guided Patient Information Module to Standard Patient Information Evaluating Treatment Expectations of Dermal Fillers

Autor/in	Warren, Hermine
Titel	A Proposal Comparing a Clinician-Guided Patient Information Module to Standard Patient Information Evaluating Treatment Expectations of Dermal Fillers
Quelle	(2014), (127 Seiten) PDF als Volltext Verfügbarkeit D.N.P. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-5547-4
Schlagwörter	Hochschulschrift; Dissertation; Patients; Statistical Analysis; Information Sources; Qualitative Research; Expectation; Interpersonal Attraction; Physical Characteristics; Learning Theories; Andragogy; Goal Orientation; Computer Software; Females; Cosmetology; Standards; Social Change; Safety; Knowledge Level + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Patient; Statistische Analyse; Information source; Informationsquelle; Qualitative Forschung; Expectancy; Erwartung; Interpersonale Anziehung; Körperliche Erscheinung; Learning theory; Lerntheorie; Andragogics; Andragogik; Zielorientierung; Zielvorstellung; Weibliches Geschlecht; Schminken; Standard; Sozialer Wandel; Sicherheit; Wissensbasis
Abstract	In 2011, nearly 13 million nonsurgical cosmetic procedures were performed, representing a 6% increase from the previous year. Patients often present with unrealistic treatment expectations based on beauty industry standards and misinformation. In addition, due to the lack of competency standardization in this area, providers frequently deliver inconsistent educational information to their patients. King's goal attainment theory and Knowles's adult learning theory of andragogy provided a theoretical infrastructure for examining these issues. The initial goal of the project was to evaluate the clinician-guided module, a 13-slide PowerPoint presentation that was disseminated to key stakeholders for preliminary review. A convenience sample of 10 females, ages 30--64, was recruited. Following exposure to the module, each participant was asked to fill out an evaluation comprised of both closed- and open-ended responses, noting her experience with this type of educational tool. Quantitative data was analyzed using comparison of means, while qualitative data was examined for the emergence of themes. Initial findings suggested that patients and healthcare providers found the clinician-guided module informative and visually appealing and that they would recommend this module to peers and colleagues. Potential social change from this project may surface through increased patient knowledge and empowerment, awareness, safety, and satisfaction. The final project will compare the clinician-guided patient information module to standard patient information evaluating treatment expectations of dermal fillers. The ultimate impact of a clinician-guided information module may improve standardization in this arena, and thus be of particular interest to members of the nonsurgical cosmetic community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01