Advance Directives (AD) Education Program Methodology Paper

1657 Words 7 Pages
IRB Approval The Advance Directives (AD) education program methodology was a culmination of logical and organized sequential events that commenced upon Prairie View A&M University Institutional Review Board (IRB) formal approval to conduct the project. Adhering to protocol, with respect to the education program participants and safety, the IRB approval process began with the formal review of minimal risks. It also entailed equitable subject selection, and measures of privacy protection, which was outlined in the IRB application. Special attention focused on maintaining appropriate safeguards for vulnerable education program subjects, such as the elderly, and determined the level of risks.
Protection of Human Subjects The
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Selecting a healthcare proxy.
5. Finalizing advance directives.
Phase 4: Questions and answers. A 15-minute question and answer period followed the presentation, which allowed for class attendees to ask questions and voice their concerns.
Trust, openness, and professionalism were adhered to at all times during educational dialogue. Participants were encouraged to voice additional concerns and ask more questions as subject matter and discussions evolve.
This approach fostered a trusting relationship and allowed participants to feel invested throughout the educational program. The participants were given opportunities throughout the implementation process to discuss various concerns and fears surrounding the topic of end of life planning. A review of the literature shows that knowledge gaps exist in relation to settings, social desirability bias, low response rates and inability to change deep-seated beliefs of mistrust (Carr, 2011; Scharff et al., 2010; Zhou et al., 2010).
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The physical space, the chapel area of the church, and the use of A/V equipment for the purpose of the class was provided and the powerpoint presentation was on two 100 inch screens. Handouts included the following: (1) general Advance Directive definitions form, (2) copies of State of Texas advance directives (Appendix C) and (2) booklets obtained from The U.S. Department of Health and Human Services’ National Institute on Aging. The titled booklets that were included in the class are Advance care planning: Tips from the National Institute on Aging, and A Guide for older people: Talking with your Doctor (National Institute on Aging, 2014a; National Institute on Aging,

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