1. CHS 487 Heath Education In Health services
Let 4
Sem 1 , 1434

2. JCAHO
Joint commission on the Accreditation of Health Care Organization: 1990, to achieve accreditation all patients should receive teaching and all health care providers must demonstrate patient learning
It requires individualised teaching, organization wide patient and family education, and evidence of direct impact of education on patients
It requires an interdisciplinary approach
Joint commission:اللجنة المشتركة

3. STANDARDالمعيار Measurable Elements
Education supports patient and family participation in care decision and care processes.
Measurable Elements
The organization plans education consistent with its mission, services and patient population.
There is an appropriate structure or mechanismآلية for education throughout the organization.
Education resources are organized in an efficientكفؤ and effective mannerبأسلوب فعال .

4. STANDARDالمعيار Measurable Elements
Each patient’s educational needs are assessed and recorded in his or her record.
Measurable Elements
The patient’s and family’s education needs are assessed.
The patient’s and family’s ability to learn and readiness to learn are assessed.
Assessment findings are recorded in the patient’s record.
There is a uniform process for recording patient education information.

5. Policy
Hospitals have policies written in a special folders available by the Organization department to all hospital departments and employees that state the policies in regard of certain issues, proceduresإجراءات , care,

6. Abbreviation Lists
Available by JCAHO

7. Patients Bills مواثيقof Rights
Right for care/respect/ equal treatment/privacy/ right to know about his medication, disease, treatmentمعالجة ,
Consent formsأشكال موافقة

8. Competencies and staff development
Competency الكفاءةBased practice (CBP): Is a patient care delivery system which emphasizes professional ability to demonstrate competence قدرة in high risk , high volume problem prone aspects of care within a specific role and clinical practice
Knowledge is integral to competent performance so CBP emphasizes doing than knowing
The expected performance outcomes are expressed as measurable, observable, behaviours called competentمؤهلة statements and performance criteria

9. Performance Criteria
Are essential cognitive, psychomotor and or affectiveعاطفي behaviours required to achieve competence
Are integrated into the competency assessment instrument used to assess and evaluate acquisitionاستملاك of and ability to demonstrate new and previously acquired knowledge as well as technical critical thinking and interpersonal communication skills

10. Educational Materials/writing the message
Define audience
Plan information/objectives
Format (font, colour, shape, layoutتخطيط

11. Problems with message design
Mismatch لخبطةbetween instructions and patients
Too much information included
Difficult information

12. Educational Materials/writing the message/2
Choose simple common words/directed to grade 5-6
Prioritizeفضل
Capitalize titles
Emphasize message
Use active voice
Pictures appropriate
Give examples
Short sentences
Include interaction

13. Group Process skills
Set your objectives/plan your process/ plan your session by time and by content/set your media/audiovisuals/CBE/set time/place/know your audience
Introduce groups, yourself/ Pre-test/ icebreaker/ warm-up exercise

14. Group Process skills/2
Brainstorming/ pyramiding/questioning/role-play/rehearsalتدريب /self-monitoring techniques/activities/games/
Summarize after each point/at the end
Questions at the end / Post test
Use humourمرح /stories/examples/experiences

15. Making Good use of Audiovisuals
Preview استعرضthe material beforehand and make sure you use only materials related to your objectives and the needs of your patient
Restate the objective and the particular points to look for before showing the media

16. Making Good use of Audiovisuals/2
If the entire program is not appropriate use only what meets your needs
Point out any terms or steps that are different from the ones you have been using
Explain how they relate to your terms

17. Making Good use of Audiovisuals/3
At the start of the presentation check if the viewer can see and hear adequately
At the conclusion summarize key points or ask some questions covering your point

18. Making Good use of Audiovisuals/4
If the presentation teaches skills have them try to perform it
Offer patients opportunity to review materials before practice
If materials, or equipment needed to perform objectives have them ready