Open AccessLived experiences of radiation therapists using health literacy strategies with patients—A qualitative review using interpretative phenomenological analysis
Author(s) -
Kelly Toni,
Thompson Jennifer D,
Surjan Yolanda,
Rinks Marianne,
WarrenForward Helen
Publication year - 2022
Publication title -
journal of medical radiation sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.484
H-Index - 18
eISSN - 2051-3909
pISSN - 2051-3895
DOI - 10.1002/jmrs.574
Subject(s) - interpretative phenomenological analysis , radiation therapist , health literacy , psychology , qualitative research , medical education , information needs , lived experience , health care , process (computing) , medicine , nursing , applied psychology , psychotherapist , computer science , radiation therapy , sociology , social science , world wide web , economics , operating system , economic growth
Adaptive communication is an essential requirement to deliver quality patient‐centred care. Determining patients’ informational needs and acting on the needs are skills radiation therapists (RTs) employ daily with patients. Learning health literacy (HL) strategies to assist with the informational delivery provides RTs with options to improve patients’ understanding of vital radiotherapy treatment information or tasks. This research investigates the lived experiences of RTs from the Illawarra and Shoalhaven Cancer Care Centres in Australia using HL strategies during patient interactions after undertaking HL training workshops. Methods An interpretative phenomenological analysis (IPA) approach was used. Audio‐recorded semi‐structured interviews were conducted with six RTs. Two reviewers analysed each interview script separately before discussing and constructing substantive and sub‐themes. Results Four substantive themes were constructed: RT personal attitudes and responses to HL, HL strategies used by RTs, patient associated HL needs and barriers when addressing patient HL needs. RTs were either person‐ or process‐focussed during patient interactions. It was identified that information is provided to patients according to how RTs themselves like to learn new information. Conclusion This research has allowed an opportunity to inquire into the lived experiences of RTs implementing HL strategies when providing information to patients. While RTs may be person or process‐focussed, the patient’s needs are always prioritised when providing information, which ultimately results in patient understanding and increased engagement.