Andrea Poliani, Debora Rosa, Alessia Campoli, Ilaria Marcomini, Ercole Vellone, Duilio F Manara, Giulia Villa
Remote education is an acceptable, effective complement to in-person ostomy care. To optimize outcomes, programs should address shame, reduce digital barriers, protect privacy, and strengthen staff training and infrastructure. Combining patient and clinician views can guide hybrid models that improve access, continuity, and autonomy.
BACKGROUND: Remote education is increasingly used to support patient education, but little is known about how patients with a stoma and stomatherapists experience these pathways. This study explored the lived experiences and perceived effectiveness of remote educational interventions in ostomy care.
METHODS: We conducted a descriptive phenomenological qualitative study following the COREQ checklist. Purposive sampling included ten adults with a new stoma who completed a remote educational pathway and eight stomatherapists from six Italian hospitals. Audio-recordings of interviews and focus groups were transcribed verbatim. Analysis followed Moustakas' adaptation of the van Kaam method. NVivo supported data management. The study was part of the broader SELF-STOMA project, which investigated whether remote patient education was non-inferior to traditional in-person education. The study was approved by the Roma Tor Vergata Ethics Committee (119/22).
RESULTS: Five themes emerged: 1) the multifaceted nature of shame and embarrassment such as webcam exposure, body image, fear of leakage and odors; 2) barriers spanning technical instability, limited digital literacy, loss of physical examination, and privacy concerns; 3) facilitators, including restored autonomy, feeling heard and supported, and logistical advantages such as reduced travel and waiting times; 4) shared perceptions of effectiveness, after initial skepticism, both groups judged remote education practical and useful; and 5) prerequisites for quality and professional training, prior therapeutic relationships, adequate devices.
CONCLUSIONS: Remote education is an acceptable, effective complement to in-person ostomy care. To optimize outcomes, programs should address shame, reduce digital barriers, protect privacy, and strengthen staff training and infrastructure. Combining patient and clinician views can guide hybrid models that improve access, continuity, and autonomy.