Abstract：
UNASSIGNED: 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.
UNASSIGNED: Explore the changes in pain knowledge in Hispanic-American individuals and the process involved in reconceptualization following a PNE lecture.
UNASSIGNED: 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.
UNASSIGNED: 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.
UNASSIGNED: 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.
UNASSIGNED: Explore the changes in pain knowledge in Hispanic-American individuals and the process involved in reconceptualization following a PNE lecture.
UNASSIGNED: 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.
UNASSIGNED: 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.
UNASSIGNED: 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.
摘要：
未经证实：在美国，慢性疼痛和疼痛灾难化是日益严重的问题，在西班牙裔美国人的人口中。疼痛神经科学教育（PNE）改变了许多人群的疼痛知识和信念，但其对西班牙裔美国人重新概念化的影响尚不清楚。
UNASSIGNED：探索西班牙裔美国人疼痛知识的变化以及PNE讲座后重新概念化的过程。
未经评估：八名西班牙裔美国成年人参加了一项混合方法的探索性研究。修订后的疼痛神经生理学问卷(R-NPQ)在完成之前,紧接着,在经过改编的PNE讲座八个月后。由四名参与者组成的焦点小组讨论了PNE的影响。成绩单被翻译和主题编码，并通过共识开发了概念图。
未经评估：讲座后R-NPQ分数从25.3%提高到43.5%，不确定反应的数量从41.5%下降到18.4%。八个月时,R-NPQ得分保持稳定（44.2%），但不确定反应增加（28.9%）。导致变化过程的主题包括认知失调，教学的相关性，通过同伴互动进行思想交流，反射,信心,改变的行为，和教育效用。
未经评估：虽然PNE似乎对疼痛的知识和感知有了微小的改善，知识仍然很低。考虑成人学习原则，如适用性，同伴互动，信仰的对抗，整个PNE的反射可能会增强其影响。未来的调查应该探索这种干预的有效性，当与治疗持续疼痛的西班牙裔美国人的其他技术进行比较或结合时。
UNASSIGNED：探索西班牙裔美国人疼痛知识的变化以及PNE讲座后重新概念化的过程。
未经评估：八名西班牙裔美国成年人参加了一项混合方法的探索性研究。修订后的疼痛神经生理学问卷(R-NPQ)在完成之前,紧接着,在经过改编的PNE讲座八个月后。由四名参与者组成的焦点小组讨论了PNE的影响。成绩单被翻译和主题编码，并通过共识开发了概念图。
未经评估：讲座后R-NPQ分数从25.3%提高到43.5%，不确定反应的数量从41.5%下降到18.4%。八个月时,R-NPQ得分保持稳定（44.2%），但不确定反应增加（28.9%）。导致变化过程的主题包括认知失调，教学的相关性，通过同伴互动进行思想交流，反射,信心,改变的行为，和教育效用。
未经评估：虽然PNE似乎对疼痛的知识和感知有了微小的改善，知识仍然很低。考虑成人学习原则，如适用性，同伴互动，信仰的对抗，整个PNE的反射可能会增强其影响。未来的调查应该探索这种干预的有效性，当与治疗持续疼痛的西班牙裔美国人的其他技术进行比较或结合时。
