Background 

People with a new diagnosis of atrial fibrillation (AF) require knowledge to build skills and confidence to engage in decision making for AF treatment and prevention of AF-related complications. Data to guide development of content and approaches that enable acquisition of knowledge to support effective self-management are lacking.

Objective 

The aim of this study was to explore patients' values concerning the content of initial AF education, describe how providers delivered education, and identify patients' preferences for approaches to education.

Methods 

We used a qualitative inductive approach. Twenty-five participants given a diagnosis of AF within 18 months of enrollment were recruited from midwest US healthcare system clinics. Data were collected using a semistructured interview guide and were analyzed using qualitative content analysis.

Results 

Themes emerging were as follows: (1) important to know, (2) recollections of the how and what of education, and (3) preferences for educational resources. Participants highly valued providers' explanations that AF was not immediately life-threatening and did not require limitations to usual activities. This reassurance from providers decreased fear and then enabled participants to learn about AF management. Verbal explanations were the primary approach to delivering education, but participants consistently expressed preferences for receiving written information and videos to supplement verbal explanations.

Conclusions 

Addressing emotional and quality of life concerns at the time of AF diagnosis reduced fear and was critical for enabling participants to attend to discussions about treatment and self-management. The value participants placed on written and video resources as an adjunct to verbal explanation suggests that providers should consider educational approaches beyond verbal explanations.

中文翻译：

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探索患者对初始房颤教育的价值观和偏好。

背景 

新诊断为房颤(AF) 的人需要知识来建立技能和信心，以参与 AF 治疗和 AF 相关并发症的预防决策。缺乏指导内容和方法开发的数据，以获取知识以支持有效的自我管理。

客观的 

本研究的目的是探讨患者对初始 AF 教育内容的价值观，描述提供者如何提供教育，并确定患者对教育方法的偏好。

方法 

我们使用了定性归纳方法。从美国中西部的医疗保健系统诊所招募了 25 名在入组后 18 个月内被诊断为 AF 的参与者。使用半结构化访谈指南收集数据，并使用定性内容分析进行分析。

结果 

出现的主题如下：（1）重要的知识，（2）回忆教育的方式和内容，以及（3）对教育资源的偏好。参与者高度重视提供者的解释，即 AF 不会立即危及生命，并且不需要限制日常活动。提供者的这种保证减少了恐惧，然后使参与者能够了解 AF 管理。口头解释是提供教育的主要方法，但参与者一致表示倾向于接收书面信息和视频以补充口头解释。

结论 

在 AF 诊断时解决情绪和生活质量问题可减少恐惧，并且对于使参与者能够参与有关治疗和自我管理的讨论至关重要。参与者重视书面和视频资源作为口头解释的辅助手段，这表明提供者应该考虑超越口头解释的教育方法。