The impact of pain neuroscience education in a Hispanic-American population: A mixed-methods exploratory study

ABSTRACT

Background

Chronic pain and pain catastrophization are growing problems across the United States, within the Hispanic-American population. Pain neuroscience education (PNE) changes pain knowledge and beliefs in many populations, but its impact on reconceptualization in people of Hispanic-American origin is unknown.

Purpose

Explore the changes in pain knowledge in Hispanic-American individuals and the process involved in reconceptualization following a PNE lecture.

Methods

Eight Hispanic-American adults participated in a mixed-methods exploratory study. The Revised Neurophysiology of Pain Questionnaire (R-NPQ) was completed before, immediately after, and eight months after an adapted PNE lecture. A focus group involving four participants discussed the impact of PNE. Transcripts were translated and theme coded, and a concept map was developed by consensus.

Results

R-NPQ scores improved from 25.3% to 43.5% post-lecture, and the number of unsure responses decreased from 41.5% to 18.4%. At eight months, R-NPQ scores remained stable (44.2%) but unsure responses increased (28.9%). Themes that contributed to the process of change included cognitive dissonance, relevance of instruction, idea exchange through peer interaction, reflection, confidence, changed behaviors, and educational utility.

Conclusion

While small improvements in knowledge and perception of pain appeared to occur with the PNE, knowledge remained low. Consideration of adult learning principles such as applicability, peer-interaction, the confrontation of beliefs, and reflection throughout PNE may enhance its impact. Future investigation should explore the efficacy of this intervention, when compared or combined with other techniques in the treatment of Hispanic-Americans experiencing persistent pain.

KEYWORDS:

• Pain
• Hispanic-American
• reconceptualization
• education
• pain neuroscience
• neuroscience

Acknowledgments

The researchers are grateful to Levi Perry, Caleb Baxter, Amy Korcsmaros, Austin Wernecke, Shannon Healy, Abbey Breese, and Nicole Olsen for their contributions to the development and implementation of this study. They would also like to thank Alex Gonzalez for delivering the PNE presentation, as well as Bryan Pearce-Gonzales, Adela Borallo-Solis, and Arturo Avila-Silva for their assistance with translation verification.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The authors reported there is no funding associated with the work featured in this article.