%0 Journal Article
%T EAT
%A Albert Stezin
%A Channaveerachari Naveen Kumar
%A Dhanya Chandran
%A Geetha C Viswanathaiah
%A Guru S Gowda
%A Sharad Philip
%A Suresh Bada Math
%A Sydney Moirangthem
%J International Journal of Social Psychiatry
%@ 1741-2854
%D 2019
%R 10.1177/0020764019834591
%X With India enacting the Mental Health Care Act (MHCA; No. 10 of 2017a), Psychiatric Advance Directives (PADs) have been legalised and have become binding orders for psychiatrists treating patients. There is a paucity of research into acceptability of PADs in Indian mental health care, likely due to a lack of awareness. There are no educational measures about PADs provided for in this Act. Facilitators and facilitation methods have not been elaborated upon as well. The aim of this study is (a) to develop/evaluate the effectiveness of a structured Education-cum-Assessment Tool (EAT) in providing information regarding PADs and (b) to evaluate modes of facilitation required by patients to complete PADs. A tool was developed as per provisions regarding PADs in the Mental Health Care Bill of 2013. This tool was administered to patients (n£¿=£¿100), purposively sampled from the adult psychiatry review out-patient department (OPD). Patients were evaluated on retention of information, completion of PADs, modes of facilitation and time taken to write one. Mean years of education was 8.28 (¡À5.74) years and mean duration of illness was 8.30 (¡À7.04) years. In all, 65% had Below-Poverty Line (BPL) status. All participants completed valid PADs in an average of 15£¿minutes. About 93% required facilitation via assistance in writing and reminding. The mean EAT scores implied above 70% retention but did not relate to types of facilitation. EAT scores can be used as an approximate measure of the patient¡¯s ability to understand and retain information which is a part of decisional capacity. Types of facilitation can help in understanding patient¡¯s ability to communicate their choices. Service providers may find EAT a time-effective tool for uniformly educating service users regarding PADs and indirectly assessing competence
%K Education
%K Facilitation
%K Psychiatric Advance Directives
%K India
%U https://journals.sagepub.com/doi/full/10.1177/0020764019834591