Introduction
In the context of this paper, the problem of the dependence of seizure frequency in patients with epilepsy and similar conditions on the level of training of junior or novice nursing staff is considered. Two scientific articles: “Epilepsy life skill education guidelines” by Makhado et al. (2022) and “Development of a conceptual framework for a virtual reality-based Seizure Management Education Program for parents” by Turan et al. (2022), related to this topic, are reviewed to analyze their effectiveness and applicability in this context. The question, whose confirmation or refutation should help implement the conclusions drawn from comparing these two sources, is formulated below.
PICOT Question
Among the patients with generalized tonic-clonic seizures, presenting sensitivity training/educational awareness related to seizure patients during orientation, compared to no sensitivity training during orientation, reduced seizure triggers in one week.
Background of Studies
The two articles chosen for analysis share a similar PICOT-related core problem statement, which implies improved training to promote patient-centered care and decrease seizure rates. The differences are in investigating the importance of training for a broader range of participants. Makhado et al. (2022) set out to investigate the best way to implement such training among school teachers and students. Turan et al. (2022) form a similar framework using novel virtual reality training methods among patient parents. Thus, the fundamental question of the effect of nurse training on seizure reduction is explored in parallel by analyzing other spheres of the patients’ environment.
The significance of the work in both cases can be distinguished by paying attention to the issue and increasing the knowledge of all involved to facilitate the patients’ lives. In this case, the purpose is formulated similarly: increasing the environment’s awareness for timely help or preventing seizures, as in other studies (Weiping et al., 2021; Seneviratne et al., 2022).
The objective, on the other hand, is in the format of the development and implementation of methodologies in the African school space in the study of Makhado et al. (2022) and the development of modern teaching methods for parents and relatives of patients in the study of Turan et al. (2022). The research questions in both papers are similar and involve clarifying the skills, motivations, and learning information needed to create such frameworks (Makhado et al., 2022; Turan et al., 2022). Furthermore, in the qualitative evaluation of the validity of the results through control group validation, an analysis critical for the PICOT question is performed.
The Support of the Chosen Problem
Medical personnel treating patients with seizures can significantly improve their effectiveness with specific pre-training. The selected sources are directly relevant to the PICOT question, essentially exploring the same problem of the importance of training only on other intervening groups. If groups of teachers and students, according to Makhado et al. (2022), and parents, according to Turan et al. (2022), show positive dynamics, similar results should be even higher in people with appropriate education. It further eliminates the optional criteria, for example, controlling for motivation (Kamitaki et al., 2019). Helping patients is the medical staff’s responsibility, so this factor does not play a role.
When comparing surveillance groups and trends, a narrower focus on the sources can be highlighted. For example, both articles target younger patients, and training frameworks were developed with adult learning in mind (Makhado et al., 2022; Turan et al., 2022). Thus, the comparative groups of people whose condition should be improved due to the developments include fewer adults. This point demonstrates the most significant research deviation from the PICOT question, which does not place an age limit, and should be considered.
Methods of Studies
The methods of both studies include dividing them into steps and conducting a qualitative analysis. Similar phases of exploratory-descriptive learning in evaluating the focus group, implementing the instruction, and developing the final guidelines for instruction differ in that Makhado et al. (2022) chose teachers and students in grades 4-7 in Limpopo and Mpumalanga as the primary sample. The second paper highlights virtual learning and an additional group of 10 nurses and physicians controlling for outcomes in the latter stages (Turan et al., 2022). Thus, the main differences between the studies are identified in the groups observed, the number of steps, and the general direction of the study’s flow.
Each of the studies has its main benefits and drawbacks. In Makhado et al. (2022), one can identify the additional focus on educating the patient’s classmates and teachers about stigma and counteracting prejudice as a benefit. At the same time, the narrow focus and small sample are clear disadvantages of such studies (Kennedy et al., 2019). The second study has a substantial control group of medical staff as evaluators of patient parents’ education outcomes, and this focus on the outcome is an advantage (Turan et al., 2022). However, a disadvantage of the study is that the developed virtual reality learning framework requires parents to have at least basic technical skills or additional training.
Results of Studies
The results are slightly different in each of the studies. Makhado et al. (2022) confirm the need to implement guidelines and further education for teachers and students in the study area. The importance of addressing misconceptions, myths, and discrimination against patients with seizure manifestations is likewise included.
In the second study, Turan et al. (2022) confirmed the validity of their virtual learning framework for parents and other stakeholders based on feedback from health professionals. In addition, the effectiveness of such training in helping patients was confirmed. Given that the training program can likewise be applied to nursing education and that most parents initially had no medical training, this study is closest to the PICOT question. The application of the findings in nursing has more potential in the article on virtual training. However, the ethical considerations necessary in the process are more revealed in the analysis of school-based training.
Ethical Considerations
In this kind of qualitative research, it is always necessary to obtain the consent of the participants. Usually, this is fixed by “obtaining written consent” from an adult participant or the parents and guardians of a minor (Seneviratne et al., 2022, p. 2). Moreover, Makhado et al. (2022) sought permission from the ethics review committee at Venda Regional University in the process.
In the second study, permission was also sought from the appropriate unit overseeing non-interventional clinical trials and was obtained as 2018-730 (Turan et al., 2022, p. 3). All individuals confirmed their consent, and all studies were conducted without prejudice against seizure patients. Moreover, this point was likewise a reinforced addition to the study material, as stated earlier.
Conclusion
According to the analysis performed and the source comparison, there is a possibility of confirming the thesis about the effect of additional training on the acceleration of seizure patients’ care and further decreasing the number of seizures. Such a conclusion follows from the improvement in patient educational and family environments. Accordingly, medical personnel with the necessary education and even a minimal amount of practice, with specific training, can have a significant impact on seizure triggers. Specifying information on patients with whom direct work is being done should be more effective for nurses than for non-treatment categories of people.
References
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Kennedy, S., Carroll, Z., Merrett, T., & Grace, S. (2019). Epilepsy and its association with musculoskeletal dysfunction: A survey of adult epilepsy sufferers. Journal of the Australian Traditional-Medicine Society, 25(1), 30–34.
Makhado, T. G., Lebese, R. T., Maputle, M. S., & Makhado, L. (2022). Epilepsy life skill education guidelines for primary school teachers and learners in Limpopo and Mpumalanga Provinces, South Africa: Multiphase mixed methods protocol. PloS One, 17(7), e0271805.
Turan, F. D., İşler Dalgıç, A., & Duman, Ö. (2022). Development of a conceptual framework for a virtual reality-based Seizure Management Education Program for parents (VR-ESMEPP). Epilepsy & Behavior: E&B, 135(108875), 108875.
Seneviratne, U., Christie, H., D’Souza, W., & Cook, M. (2022). Semiologic differences between bilateral tonic-clonicseizures of focal onset and generalized onset. Epilepsy & Behavior: E&B, 134(108837), 108837.
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