Background/Purpose

The Early RA Support and Education Program addresses the unique psycho-educational needs of people recently diagnosed (<2yr) with RA.  This free monthly program is co-facilitated by an MSW and RN and was developed based on a needs assessment with patient input; it features an RA- focused lecture followed by a support group, aimed at enhancing emotional coping and disease management. In order to measure program impact on concerns most relevant to new RA patients, we developed an evaluation tool incorporating patient identified outcomes (Hewlett, 2003), on which we previously reported. Since that time, we have piloted the evaluation and now report on the results.

Methods

Through a multi-level collection of data, we identified patient derived program outcomes  and  language most relevant  to participants. This process yielded 3 key domains: Managing RA, Connecting with Others with RA and Coping with the Emotional Impact (Wolrich, 2011).  From this data we created a 20-item evaluation, using a 6 point Likert scale and open-ended questions, which incorporates patient identified outcomes under each of the domains. This new tool was administered to participants after each of 12 monthly sessions.

Results

127 evaluations were completed from 180 participants. Demographics:  Gender:  93%F; Mean age:  49; Ethnicity: White 59%;  African American  19%; Asian American  11%; Latino  11% ;  Education:  College or higher: 92%. Results indicate % of participant agreement (either “completely” or “a great deal”) with the following Likert scale question statements, which represent each of the 3 key domains.  I. MANAGING RA: As a result of this session, I feel… “more prepared to discuss my RA treatment with my doctor” (84%); “I can make informed choices about my RA” (90%).  II.CONNECTING WITH OTHERS: “Speaking with other group members, I feel more hopeful about my RA” (77%).  “Sharing information and feelings in the group helps me cope with RA” (89%). III EMOTIONAL IMPACT: Participating in this program makes me feel…“more confident in managing my RA“(79%); “my RA is less disruptive to my daily life than it was before” (61%).

Responses to open ended questions re learning and impact supported the program’s value within the 3 domains:  Managing ( ”will follow up with MD about what I learned”); Connecting (“I don’t feel so alone”);  Emotional Coping (“learned ways to deal with stress of RA”).

Conclusion

Evaluation results indicate that in domains I and II, and in domain III, “more confident in managing my RA”, the program is making a strong  positive impact . In domain III, “ RA is less disruptive to my daily life,” results reflect positive impact, though not as marked as in other questions. Future work is needed to explore how patients define “disruptive”  and develop targeted content to address this for future groups. Future research might also follow participants longitudinally, to determine how program participation over time, and other variables, impact this outcome. This tool was administered to measure how effectively the program meets patient identified needs. Our process can serve as a model for including the patient perspective in evaluating outcomes in other disease specific support and education programs.

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ACR Meeting Abstracts - https://acrabstracts.org/abstract/measuring-the-impact-of-an-early-ra-support-and-education-program-using-a-program-evaluation-with-patient-identified-outcomes/