Nurses' and nursing assistants' emotional skills: A major determinant of motivation for patient education.
Identifieur interne : 000492 ( Main/Exploration ); précédent : 000491; suivant : 000493Nurses' and nursing assistants' emotional skills: A major determinant of motivation for patient education.
Auteurs : Sophie Lelorain [France] ; Adeline Bachelet [France] ; Virginie Goncalves [France] ; Erica Wortel [France] ; Marine Billes [France] ; Mélanie Seillier [France] ; Nicole Bertin [France] ; Maryline Bourgoin [France]Source :
- Journal of advanced nursing [ 1365-2648 ] ; 2019.
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Abstract
AIMS
To explore professionals' (i.e. nurses and nursing assistants) motivation for Patient Education according to their emotional skills.
DESIGN
A cross-sectional study using a convenience sample of professionals completing self-reported questionnaires assessing their general emotional skills and their Patient-Education-related sense of competence, autonomy and relatedness, according to the theory of basic psychological needs.
METHODS
Professionals from 27 French hospitals working in various departments completed paper and web-based questionnaires between January 2015 - May 2017. Mediation analyses were performed controlling for the already known variables associated with motivation for patient education.
RESULTS
Usable questionnaires (N = 185) were analysed. Professionals' emotional skills were associated with their motivation for Therapeutic Patient Education both directly and indirectly (i.e. partial mediation) via a higher sense of competence in Patient Education. Among the covariates, professionals who had received a high-level training in Patient Education, those with a high recognition of their work in patient education and nurses (compared with nursing assistants) were the most motivated.
CONCLUSION
Professionals' emotional skills are the mainstay of their motivation for Patient Education. Training should aim to develop these skills so that professionals can manage their own emotions better (e.g. frustration when faced with non-motivated patients) and those of patients (e.g. discouragement) and thus effectively support patient self-management.
IMPACT
The study addressed nurses' and nursing assistants' motivation for patient education. Their emotional skills were directly and indirectly - via a higher sense of patient-education-related competence - associated with higher motivation. Training for professionals should therefore develop their emotional skills.
DOI: 10.1111/jan.14033
PubMed: 31012129
Affiliations:
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type="city">Lille</settlement></placeName></affiliation><affiliation wicri:level="3"><nlm:affiliation>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.</nlm:affiliation><country xml:lang="fr">France</country><wicri:regionArea>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille</wicri:regionArea><placeName><region type="region">Hauts-de-France</region><region type="old region">Nord-Pas-de-Calais</region><settlement type="city">Lille</settlement></placeName></affiliation></author><author><name sortKey="Seillier, Melanie" sort="Seillier, Melanie" uniqKey="Seillier M" first="Mélanie" last="Seillier">Mélanie Seillier</name><affiliation wicri:level="3"><nlm:affiliation>CERFEP (Patient Education Resource Centre and Training), CARSAT Nord-Picardie, Lille, France.</nlm:affiliation><country xml:lang="fr">France</country><wicri:regionArea>CERFEP (Patient Education Resource Centre and Training), CARSAT Nord-Picardie, Lille</wicri:regionArea><placeName><region type="region">Hauts-de-France</region><region type="old region">Nord-Pas-de-Calais</region><settlement type="city">Lille</settlement></placeName></affiliation></author><author><name sortKey="Bertin, Nicole" sort="Bertin, Nicole" uniqKey="Bertin N" first="Nicole" last="Bertin">Nicole Bertin</name><affiliation wicri:level="3"><nlm:affiliation>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.</nlm:affiliation><country xml:lang="fr">France</country><wicri:regionArea>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille</wicri:regionArea><placeName><region type="region">Hauts-de-France</region><region type="old region">Nord-Pas-de-Calais</region><settlement type="city">Lille</settlement></placeName></affiliation></author><author><name sortKey="Bourgoin, Maryline" sort="Bourgoin, Maryline" uniqKey="Bourgoin M" first="Maryline" last="Bourgoin">Maryline Bourgoin</name><affiliation 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first="Adeline" last="Bachelet">Adeline Bachelet</name><affiliation wicri:level="3"><nlm:affiliation>CNRS, CHU Lille, UMR 9193 - SCALab - Cognitive and Affective Sciences, University of Lille, Lille, France.</nlm:affiliation><country xml:lang="fr">France</country><wicri:regionArea>CNRS, CHU Lille, UMR 9193 - SCALab - Cognitive and Affective Sciences, University of Lille, Lille</wicri:regionArea><placeName><region type="region">Hauts-de-France</region><region type="old region">Nord-Pas-de-Calais</region><settlement type="city">Lille</settlement></placeName></affiliation><affiliation wicri:level="3"><nlm:affiliation>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.</nlm:affiliation><country xml:lang="fr">France</country><wicri:regionArea>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille</wicri:regionArea><placeName><region type="region">Hauts-de-France</region><region type="old region">Nord-Pas-de-Calais</region><settlement type="city">Lille</settlement></placeName></affiliation></author><author><name sortKey="Goncalves, Virginie" sort="Goncalves, Virginie" uniqKey="Goncalves V" first="Virginie" last="Goncalves">Virginie Goncalves</name><affiliation wicri:level="3"><nlm:affiliation>CNRS, CHU Lille, UMR 9193 - SCALab - Cognitive and Affective Sciences, University of Lille, Lille, France.</nlm:affiliation><country xml:lang="fr">France</country><wicri:regionArea>CNRS, CHU Lille, UMR 9193 - SCALab - Cognitive and Affective Sciences, University of Lille, Lille</wicri:regionArea><placeName><region type="region">Hauts-de-France</region><region type="old region">Nord-Pas-de-Calais</region><settlement type="city">Lille</settlement></placeName></affiliation><affiliation wicri:level="3"><nlm:affiliation>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.</nlm:affiliation><country xml:lang="fr">France</country><wicri:regionArea>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille</wicri:regionArea><placeName><region type="region">Hauts-de-France</region><region type="old region">Nord-Pas-de-Calais</region><settlement type="city">Lille</settlement></placeName></affiliation></author><author><name sortKey="Wortel, Erica" sort="Wortel, Erica" uniqKey="Wortel E" first="Erica" last="Wortel">Erica Wortel</name><affiliation wicri:level="3"><nlm:affiliation>CNRS, CHU Lille, UMR 9193 - SCALab - Cognitive and Affective Sciences, University of Lille, Lille, France.</nlm:affiliation><country xml:lang="fr">France</country><wicri:regionArea>CNRS, CHU Lille, UMR 9193 - SCALab - Cognitive and Affective Sciences, University of Lille, Lille</wicri:regionArea><placeName><region type="region">Hauts-de-France</region><region type="old region">Nord-Pas-de-Calais</region><settlement type="city">Lille</settlement></placeName></affiliation><affiliation wicri:level="3"><nlm:affiliation>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.</nlm:affiliation><country xml:lang="fr">France</country><wicri:regionArea>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille</wicri:regionArea><placeName><region type="region">Hauts-de-France</region><region type="old region">Nord-Pas-de-Calais</region><settlement type="city">Lille</settlement></placeName></affiliation></author><author><name sortKey="Billes, Marine" sort="Billes, Marine" uniqKey="Billes M" first="Marine" last="Billes">Marine Billes</name><affiliation wicri:level="3"><nlm:affiliation>CNRS, CHU Lille, UMR 9193 - SCALab - Cognitive and Affective Sciences, University of Lille, Lille, France.</nlm:affiliation><country xml:lang="fr">France</country><wicri:regionArea>CNRS, CHU Lille, UMR 9193 - SCALab - Cognitive and Affective Sciences, University of Lille, Lille</wicri:regionArea><placeName><region type="region">Hauts-de-France</region><region type="old region">Nord-Pas-de-Calais</region><settlement type="city">Lille</settlement></placeName></affiliation><affiliation wicri:level="3"><nlm:affiliation>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.</nlm:affiliation><country xml:lang="fr">France</country><wicri:regionArea>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille</wicri:regionArea><placeName><region type="region">Hauts-de-France</region><region type="old region">Nord-Pas-de-Calais</region><settlement type="city">Lille</settlement></placeName></affiliation></author><author><name sortKey="Seillier, Melanie" sort="Seillier, Melanie" uniqKey="Seillier M" first="Mélanie" last="Seillier">Mélanie Seillier</name><affiliation wicri:level="3"><nlm:affiliation>CERFEP (Patient Education Resource Centre and Training), CARSAT Nord-Picardie, Lille, France.</nlm:affiliation><country xml:lang="fr">France</country><wicri:regionArea>CERFEP (Patient Education Resource Centre and Training), CARSAT Nord-Picardie, Lille</wicri:regionArea><placeName><region type="region">Hauts-de-France</region><region type="old region">Nord-Pas-de-Calais</region><settlement type="city">Lille</settlement></placeName></affiliation></author><author><name sortKey="Bertin, Nicole" sort="Bertin, Nicole" uniqKey="Bertin N" first="Nicole" last="Bertin">Nicole Bertin</name><affiliation wicri:level="3"><nlm:affiliation>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.</nlm:affiliation><country xml:lang="fr">France</country><wicri:regionArea>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille</wicri:regionArea><placeName><region type="region">Hauts-de-France</region><region type="old region">Nord-Pas-de-Calais</region><settlement type="city">Lille</settlement></placeName></affiliation></author><author><name sortKey="Bourgoin, Maryline" sort="Bourgoin, Maryline" uniqKey="Bourgoin M" first="Maryline" last="Bourgoin">Maryline Bourgoin</name><affiliation wicri:level="3"><nlm:affiliation>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.</nlm:affiliation><country xml:lang="fr">France</country><wicri:regionArea>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille</wicri:regionArea><placeName><region type="region">Hauts-de-France</region><region type="old region">Nord-Pas-de-Calais</region><settlement type="city">Lille</settlement></placeName></affiliation></author></analytic><series><title level="j">Journal of advanced nursing</title><idno type="eISSN">1365-2648</idno><imprint><date when="2019" type="published">2019</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Cross-Sectional Studies (MeSH)</term><term>Emotions (MeSH)</term><term>Humans (MeSH)</term><term>Motivation (MeSH)</term><term>Nursing Assistants (psychology)</term><term>Nursing Staff (psychology)</term><term>Patient Education as Topic (MeSH)</term><term>Self Efficacy (MeSH)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Auto-efficacité (MeSH)</term><term>Humains (MeSH)</term><term>Infirmiers auxiliaires (psychologie)</term><term>Motivation (MeSH)</term><term>Personnel infirmier (psychologie)</term><term>Éducation du patient comme sujet (MeSH)</term><term>Émotions (MeSH)</term><term>Études transversales (MeSH)</term></keywords><keywords scheme="MESH" qualifier="psychologie" xml:lang="fr"><term>Infirmiers auxiliaires</term><term>Personnel infirmier</term></keywords><keywords scheme="MESH" qualifier="psychology" xml:lang="en"><term>Nursing Assistants</term><term>Nursing Staff</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Cross-Sectional Studies</term><term>Emotions</term><term>Humans</term><term>Motivation</term><term>Patient Education as Topic</term><term>Self Efficacy</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Auto-efficacité</term><term>Humains</term><term>Motivation</term><term>Éducation du patient comme sujet</term><term>Émotions</term><term>Études transversales</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><b>AIMS</b></p><p>To explore professionals' (i.e. nurses and nursing assistants) motivation for Patient Education according to their emotional skills.</p></div><div type="abstract" xml:lang="en"><p><b>DESIGN</b></p><p>A cross-sectional study using a convenience sample of professionals completing self-reported questionnaires assessing their general emotional skills and their Patient-Education-related sense of competence, autonomy and relatedness, according to the theory of basic psychological needs.</p></div><div type="abstract" xml:lang="en"><p><b>METHODS</b></p><p>Professionals from 27 French hospitals working in various departments completed paper and web-based questionnaires between January 2015 - May 2017. Mediation analyses were performed controlling for the already known variables associated with motivation for patient education.</p></div><div type="abstract" xml:lang="en"><p><b>RESULTS</b></p><p>Usable questionnaires (N = 185) were analysed. Professionals' emotional skills were associated with their motivation for Therapeutic Patient Education both directly and indirectly (i.e. partial mediation) via a higher sense of competence in Patient Education. Among the covariates, professionals who had received a high-level training in Patient Education, those with a high recognition of their work in patient education and nurses (compared with nursing assistants) were the most motivated.</p></div><div type="abstract" xml:lang="en"><p><b>CONCLUSION</b></p><p>Professionals' emotional skills are the mainstay of their motivation for Patient Education. Training should aim to develop these skills so that professionals can manage their own emotions better (e.g. frustration when faced with non-motivated patients) and those of patients (e.g. discouragement) and thus effectively support patient self-management.</p></div><div type="abstract" xml:lang="en"><p><b>IMPACT</b></p><p>The study addressed nurses' and nursing assistants' motivation for patient education. Their emotional skills were directly and indirectly - via a higher sense of patient-education-related competence - associated with higher motivation. Training for professionals should therefore develop their emotional skills.</p></div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">31012129</PMID><DateCompleted><Year>2020</Year><Month>07</Month><Day>08</Day></DateCompleted><DateRevised><Year>2020</Year><Month>07</Month><Day>08</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1365-2648</ISSN><JournalIssue CitedMedium="Internet"><Volume>75</Volume><Issue>11</Issue><PubDate><Year>2019</Year><Month>Nov</Month></PubDate></JournalIssue><Title>Journal of advanced nursing</Title><ISOAbbreviation>J Adv Nurs</ISOAbbreviation></Journal><ArticleTitle>Nurses' and nursing assistants' emotional skills: A major determinant of motivation for patient education.</ArticleTitle><Pagination><MedlinePgn>2616-2626</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1111/jan.14033</ELocationID><Abstract><AbstractText Label="AIMS" NlmCategory="OBJECTIVE">To explore professionals' (i.e. nurses and nursing assistants) motivation for Patient Education according to their emotional skills.</AbstractText><AbstractText Label="DESIGN" NlmCategory="METHODS">A cross-sectional study using a convenience sample of professionals completing self-reported questionnaires assessing their general emotional skills and their Patient-Education-related sense of competence, autonomy and relatedness, according to the theory of basic psychological needs.</AbstractText><AbstractText Label="METHODS" NlmCategory="METHODS">Professionals from 27 French hospitals working in various departments completed paper and web-based questionnaires between January 2015 - May 2017. Mediation analyses were performed controlling for the already known variables associated with motivation for patient education.</AbstractText><AbstractText Label="RESULTS" NlmCategory="RESULTS">Usable questionnaires (N = 185) were analysed. Professionals' emotional skills were associated with their motivation for Therapeutic Patient Education both directly and indirectly (i.e. partial mediation) via a higher sense of competence in Patient Education. Among the covariates, professionals who had received a high-level training in Patient Education, those with a high recognition of their work in patient education and nurses (compared with nursing assistants) were the most motivated.</AbstractText><AbstractText Label="CONCLUSION" NlmCategory="CONCLUSIONS">Professionals' emotional skills are the mainstay of their motivation for Patient Education. Training should aim to develop these skills so that professionals can manage their own emotions better (e.g. frustration when faced with non-motivated patients) and those of patients (e.g. discouragement) and thus effectively support patient self-management.</AbstractText><AbstractText Label="IMPACT" NlmCategory="CONCLUSIONS">The study addressed nurses' and nursing assistants' motivation for patient education. Their emotional skills were directly and indirectly - via a higher sense of patient-education-related competence - associated with higher motivation. Training for professionals should therefore develop their emotional skills.</AbstractText><CopyrightInformation>© 2019 John Wiley & Sons Ltd.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Lelorain</LastName><ForeName>Sophie</ForeName><Initials>S</Initials><Identifier Source="ORCID">https://orcid.org/0000-0002-7956-2019</Identifier><AffiliationInfo><Affiliation>CNRS, CHU Lille, UMR 9193 - SCALab - Cognitive and Affective Sciences, University of Lille, Lille, France.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Bachelet</LastName><ForeName>Adeline</ForeName><Initials>A</Initials><AffiliationInfo><Affiliation>CNRS, CHU Lille, UMR 9193 - SCALab - Cognitive and Affective Sciences, University of Lille, Lille, France.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Goncalves</LastName><ForeName>Virginie</ForeName><Initials>V</Initials><AffiliationInfo><Affiliation>CNRS, CHU Lille, UMR 9193 - SCALab - Cognitive and Affective Sciences, University of Lille, Lille, France.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Wortel</LastName><ForeName>Erica</ForeName><Initials>E</Initials><AffiliationInfo><Affiliation>CNRS, CHU Lille, UMR 9193 - SCALab - Cognitive and Affective Sciences, University of Lille, Lille, France.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Billes</LastName><ForeName>Marine</ForeName><Initials>M</Initials><AffiliationInfo><Affiliation>CNRS, CHU Lille, UMR 9193 - SCALab - Cognitive and Affective Sciences, University of Lille, Lille, France.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Seillier</LastName><ForeName>Mélanie</ForeName><Initials>M</Initials><AffiliationInfo><Affiliation>CERFEP (Patient Education Resource Centre and Training), CARSAT Nord-Picardie, Lille, France.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Bertin</LastName><ForeName>Nicole</ForeName><Initials>N</Initials><AffiliationInfo><Affiliation>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Bourgoin</LastName><ForeName>Maryline</ForeName><Initials>M</Initials><AffiliationInfo><Affiliation>Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><GrantList CompleteYN="Y"><Grant><GrantID>UF2383-MAT 016 73 758</GrantID><Agency>Regional Teaching Hospital of Lille</Agency><Country></Country></Grant></GrantList><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2019</Year><Month>05</Month><Day>29</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>J Adv Nurs</MedlineTA><NlmUniqueID>7609811</NlmUniqueID><ISSNLinking>0309-2402</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><CitationSubset>N</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName UI="D003430" MajorTopicYN="N">Cross-Sectional Studies</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D004644" MajorTopicYN="Y">Emotions</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D006801" MajorTopicYN="N">Humans</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D009042" MajorTopicYN="Y">Motivation</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D009728" MajorTopicYN="N">Nursing Assistants</DescriptorName><QualifierName UI="Q000523" MajorTopicYN="Y">psychology</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D009740" MajorTopicYN="N">Nursing Staff</DescriptorName><QualifierName UI="Q000523" MajorTopicYN="Y">psychology</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D010353" MajorTopicYN="Y">Patient Education as Topic</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D020377" MajorTopicYN="Y">Self Efficacy</DescriptorName></MeshHeading></MeshHeadingList><OtherAbstract Type="Publisher" Language="chi"><AbstractText>目的: 探讨专业人员(护士和护理助理)根据情感技能进行病人教育的动机。 设计: 根据基本心理需求理论,横断面研究采用的样本为完成自我报告问卷的专业人员,评估他们的一般情感技能,与患者教育相关的能力、自主性和相关性。 方法: 2015年一月至2017年五月,来自27所法国医院的不同部门的专业人员完成了论文和基于网络的问卷调查。对已知的与患者教育动机相关的变量进行中介分析。 结果: 可用调查问卷(数量为185份)已被分析。专业人员的情感技能与他们通过在患者教育能力方面更高的意识来直接或间接(即部分调解)提高患者治疗教育的动机有关。在协变量中,接受过高水平病人教育培训的专业人员,对病人教育工作持高度认可的专业人员和护士(与护理助理相比较)的积极性最高。 结论: 专业人员的情感技能是他们进行病人教育的主要动机。培训的目的应该是培养这些技能,以便专业人员能够更好地管理自己的情绪(例如,面对没有积极性的患者时的挫败感)和患者的情绪(例如,气馁),从而有效地支持患者进行自我管理。 影响: 本研究探讨护士和护理助理进行患者教育的动机。他们的情感技能通过患者教育相关能力方面的更高意识直接和间接地与更高的动机相关。因此,对专业人员的培训要培养他们的情感技能。.</AbstractText></OtherAbstract><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">France</Keyword><Keyword MajorTopicYN="N">competence and relatedness</Keyword><Keyword MajorTopicYN="N">emotional skills</Keyword><Keyword MajorTopicYN="N">mediation analysis</Keyword><Keyword MajorTopicYN="N">motivation</Keyword><Keyword MajorTopicYN="N">nurses</Keyword><Keyword MajorTopicYN="N">patient education</Keyword><Keyword MajorTopicYN="N">psychological needs for autonomy</Keyword><Keyword MajorTopicYN="N">self-management support</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2018</Year><Month>11</Month><Day>26</Day></PubMedPubDate><PubMedPubDate PubStatus="revised"><Year>2019</Year><Month>02</Month><Day>07</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2019</Year><Month>03</Month><Day>12</Day></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2019</Year><Month>4</Month><Day>24</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2020</Year><Month>7</Month><Day>9</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2019</Year><Month>4</Month><Day>24</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>ppublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">31012129</ArticleId><ArticleId IdType="doi">10.1111/jan.14033</ArticleId></ArticleIdList><ReferenceList><Title>REFERENCES</Title><Reference><Citation>AbuAlRub, R. 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