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To address the issues of health literacy, St. Vincent Charity Medical Center in Cleveland, OH, made a radical move. It abolished its patient education committee and formed the Health Literacy Institute that consists of an interdisciplinary team of caregivers who are dedicated to improving health literacy through better communication.
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While IRBs and researchers seem to agree on the most vexing issues in IRB review of genetic research, consensus still is elusive.
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Research institutions that make it a goal to improve ethical conduct among staff, researchers, and students engaged in research should focus on providing better ethics education, developing sound policies & procedures, and leading by example, an expert says.
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Research institutions could improve recruitment data collection and efficiency, as well as make their IRBs happy, if they develop a standardized recruitment tool for use with new studies, an expert says.
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All it takes is for an IRB member or investigator to experience those intrusive, evening phone calls about a new study enrolling people with their health condition to convince them that there must be a better way to approach potential research participants.
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An overwhelming majority of research subjects with schizophrenia monitored over the course of a long-term medication study retained the capacity to give consent for research.
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It's a well-accepted position in human subjects protection circles that in order to improve IRBs and their relationships with investigators, it's important to actually study IRBs how they work, how long it takes to do things, the knowledge and attitudes that members carry into discussions of various types of research.
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In response to concerns raised about IRB review of genetic research, a group of investigators, ethicists and other stakeholders has surveyed genetic researchers and IRB professionals to discern what issues are complicating review.
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To assess whether nurses practice teaching techniques to improve patient comprehension, they were asked how often they use these techniques "never," "rarely," "occasionally," "most of the time," and "always." Following is their responses:
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When Lorene Payne, EdD, MSN, RN, CNE, a senior nursing instructor in the Nursing Professional Development Department at MD Anderson Cancer Center in Houston, TX, began work on her doctorate, she decided to focus on the question: "Are we as nursing professionals actually putting into practice the methods that help our patients best understand information even though many of them are low health literate?"
