NDLI: What works for whom, when and how?

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What works for whom, when and how?

Content Provider	Semantic Scholar
Author	Seers, Kate
Copyright Year	2009
Abstract	Providing the best possible cancer pain management is a clear goal for health professionals and for people with cancer pain. Pain management interventions that can complement pharmacological approaches are potentially attractive additions to the available pain management strategies. Bennett et al. [1] looked at the effectiveness of patient-based educational interventions in the management of cancer pain. They found educational interventions improved knowledge and attitudes by half a point on a 0–5 scale, and reduced pain by one point on a 0–10 scale. They concluded that educational interventions had modest but significant benefits and were under-used. It is unclear exactly how education mediates reductions in pain intensity. Bennett et al. [1] found no significant benefit on medication adherence and the results for self-efficacy were equivocal. So there is more to do to elucidate how the intervention has its effect. If we knew how it worked, perhaps we might understand how to increase its effectiveness and/or fine-tune the intervention. If we wanted to go ahead and ensure that an educational intervention was consistently added to the strategies we use, how would we decide what should go into the intervention? The studies reviewed by Bennett et al. [1] showed diversity in the content of the educational intervention. Studies included information, behavioural instructions and advice; these could be verbal, written, audio/videotape, computer aided and taught by health professionals or peers (such as expert patients). Many of the studies used face to face coaching and an information booklet. Areas covered in the educational intervention included, for example, reporting pain, using analgesics, the responsibility to communicate pain, benefits of not having pain, misconceptions, the right to discuss pain and not suffer, the central role of the patient in pain control, fatalism, the desire to be good, fear of distracting physicians, problem solving and supervised practice in question asking. Are some of these essential, and others optional? Do all patients want all elements? How do different patients learn and what factors might affect that learning at different stages of their illness experience? Is there a teacher/therapist effect? How do we work out how to tailor these interventions for different people? There are recognised methods for establishing treatment equivalence: patient rating of treatment credibility or expectations; manualised treatments; blind rating by experts of treatment excerpts; and close supervision of therapists [7]. However, it was recently suggested ‘‘ensuring strict fidelity to a protocol may be inappropriate; the intervention may work better if adaption to a local setting is allowed” and that a lack of impact may reflect implementation failure rather than ineffectiveness [4]. Many of the studies included in Bennett et al.’s [1] review are complex interventions. A complex intervention has been defined by the United Kingdom’s Medical Research Council (MRC) as
Starting Page	167
Ending Page	168
Page Count	2
File Format	PDF HTM / HTML
DOI	10.1016/j.pain.2009.03.006
PubMed reference number	19339114
Journal	Medline
Volume Number	143
Alternate Webpage(s)	https://api.elsevier.com/content/article/pii/S0304395909001560
Alternate Webpage(s)	https://www.sciencedirect.com/science/article/pii/S0304395909001560?dgcid=api_sd_search-api-endpoint
Alternate Webpage(s)	https://doi.org/10.1016/j.pain.2009.03.006
Journal	PAIN®
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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