Paper
Saturday, 22 July 2006
This presentation is part of : Care of the Adult Mental Health Patient
Advancing Knowledge in Preparing Patients for Electroconvulsive Therapy (ECT)
Lisa Murata, BScN, MEd, CSFT, Schizophrenia Program, Royal Ottawa Hospital, Ottawa, ON, Canada, Lydia Ritchie, BScN, MScN, Anxiety Disorders Program, Royal Ottawa Hospital, Ottawa, ON, Canada, and Nancy L. Brookes, RN, BN, MSc(A), PhD, CPMHN(C), Nursing, Royal Ottawa Health Care Group, Ottawa, ON, Canada.
Learning Objective #1: describe the 3-step pre-ECT education approach for patients and families
Learning Objective #2: describe the nursing research design and cite the findings of the study
Background: ECT carries a stigma, and the thought of ECT often creates apprehension and fear among persons and families. The literature provides evidence of room for improvement in the practice of teaching and coaching by nurses preparing persons for ECT. Evidence from a nursing research study supported a three-step approach as a strategy for success in decreasing persons' and families' fear and objection towards ECT (Fitzsimons & Mayer, 1995) This study echoes the nursing research study supporting a pre-ECT three-step education approach. Purpose: The purpose of this pilot study was to evaluate a three-step approach to educating persons and their families about electroconvulsive therapy (ECT). Methods: This presentation describes the provision of three educational strategies comprising a three-step approach for ECT preparation with a sample of persons considering this treatment. Strategies included: reading a booklet; watching a video; and touring the treatment area. Collaborating with clinical nurses, other researchers, physicians, patients and families enabled the effective implementation of the strategies. The design included pre and post questionnaires that facilitated receiving structured feedback from persons in a way that is congruent with current nursing practice at the Royal Ottawa Hospital. For example, elements of the (c)Tidal Model such as scaling questions were included to respectfully ask persons to rate specific experiences with each of the elements in the three-step approach. Results: Results including trends and patterns will be presented, as well as the challenges and strategies for success with the study. Conclusion: The literature suggests the three-step pre-ECT education approach is a strategy for successfully preparing and educating persons for this treatment. This study provides support for the three-step approach for successfully teaching and coaching around ECT. In addition, the study supports advancing evidence-based nursing research into practice.

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