Patient Education CHS 446 Communication Skills for the Healthcare Professional Mohammed S. Alnaif, Ph.D.

Slides:



Advertisements
Similar presentations
Wendy Jones, 2005, National Center for Cultural Competence, based on categories by Rima Rudd, 2002, National Center for Adult Learning and Literacy Literacy.
Advertisements

Patient Teaching Chapter 8 Do you know everything you need to know about nursing right now? Do you think your patients just know all they need to know.
GOOD QUESTIONS FOR GOOD HEALTH
Definitions Patient Experience Patient experience at NUH results from a range of activities that all impact upon patient care, access, safety and outcomes.
+ HEALTH INSURANCE: UNDERSTANDING YOUR COVERAGE Navigator Name Blank County Extension UGA Health Navigators.
Work prepared: Karolina Baliunaite, Vytaute Gelezelyte of Klaipeda State College of Lithuania, 2013.
5/5/2015 Interpersonal Communication and Counseling Presented by Dr. Soad H. Abd El Hamid El Tantawy Lecturer of Gerontological Nursing Faculty of Nursing.
An Approach to Teaching Patients in the Hospital
Copyright © 2013 by Mosby, an imprint of Elsevier Inc. Importance of Health Assessment DSN Kevin Dobi, MS, APRN.
EDUCATING FAMILIES WITH CHRONIC DISEASE Joanne Douthit RN MN CNS CPN College of Nursing University of Arizona Pediatric Pulmonary Center.
Professionalism Adapted from Phillips, Phillips, Fixsen & Wolf (1974)
Recreational Therapy: An Introduction
Improving Patient Outcomes Through Effective Teaching The Teach Back Method.
Competency Model for Professional Rehabilitation Nursing Behavioral Scenario for Competency 2.2: Foster Self-Management Christine Cave, RN MSN CRRN HFS.
Copyright © 2013, 2009, 2005 by Mosby, an imprint of Elsevier Inc. Chapter 25 Patient Education.
Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Professionalism/Customer Service in the Health Environment Unit 3 Overview of.
Physical Therapy Treatment Plans also called
PATIENT EDUCATION PROCESS  To provide guidelines for giving specific instruction and information to patients and family/caregivers regarding home health.
Living Well & Living Alone with Dementia Cheryl Demasi Client Support Coordinator.
Health Science Stressful situations are common in the healthcare field. Healthcare professionals are expected to use effective communication.
Intervention with the Elderly Chapter 8. Background The elderly population is growing in industrialized countries. This is due to: – Improved medical.
+ Module Four: Patient/Family Education and Self-Management At the end of this module, the participant will be able to: Describe three learning needs of.
Welcome to my presentation on Health Literacy in the Community By Sharon Herring.
Determinants of Learning
Behavioral Health Issues and Pediatric Hospitalizations Stephen R. Gillaspy, PhD 11/05/09 Reaching Out To Oklahoma III Annual Pediatric Interdisciplinary.
The Comprehensive School Health Education Curriculum:
Chapter One You and Your Health. Elements of Health Pre-Quiz on wellness Three Elements of Health – Physical (nutrition, exercise, medical check-ups,
Palliative Care “101“. Definition Palliative Care Specialized medical care for people with serious illnesses. It is focused on providing patients with.
Jeopardy. III III IVV Question I 100 Back A false written statement that causes a person to be ridiculed or damages the person’s.
TNEEL-NE. Slide 2 Connections: Communication TNEEL-NE Health Care Training Traditional Training –Health care training stresses diagnosis and treatment.
The first assessment begin in (1992) by American medical association In (1995) health assessment considered as basic human right Preventive health care.
Module 3. Session DCST Clinical governance
PATIENT SATISFACTION AND WHY IT MATTERS. Why It Matters  CMS (Centers for Medicare & Medicaid Services), hospitals and insurance providers are using.
Explanation and planning. What are the objectives of explanation and planning?
Journal 9/3/15 What helps you learn new and difficult concepts? What activities helped you learn in other classes? Take two minutes to think on your own,
Fundamentals of Evaluation for Public Health Programs ROBERT FOLEY, M.ED. NIHB TRIBAL PUBLIC HEALTH SUMMIT MARCH 31,
1 The Patient Perspective: Satisfaction Survey Presented at: Disease Management Colloquium June 22, 2005 Shulamit Bernard, RN, PhD.
Prof. Ashry Gad Mohamed Family & Community Department College of Medicine, KSU. Health Education Clinical versus Community settings.
 Knowledge deficit among Canton City community residents related to lacking awareness of health effects as evidenced by incidence of cancer, heart disease,
1 Chapter 8 Client Teaching. 2 Teaching focuses on combinations of the following subject areas: Self-administration of medications Directions and practice.
Chapter 28 Client Education Copyright 2004 by Delmar Learning, a division of Thomson Learning, Inc. The Teaching-Learning Process  A planned interaction.
Care Management 101 Governor's Office of Health Care Reform October 28, 2010 Cathy Gorski, RN, BS, CCM.
Medical Advocacy and Advance Directives Session 3 Staying in the Circle of Life.
Improving Medical Education Skills. Many Family Medicine graduates teach… D6 students New doctors who do not have post-graduate training Other healthcare.
Self Care Instructions Exercise regularly Monitor your blood pressure Eat a healthful diet.
Pt Reading levels r/t health literacy
Learning Outcomes Discuss current trends and issues in health care and nursing. Describe the essential elements of quality and safety in nursing and their.
The Science of Compassionate Care Donald J. Parker President and CEO.
Katharine Kolcaba’s Theory of Comfort
 Planned interaction  Promotes behavioral change  Not result of maturation or coincidence (continued)
Research Design Mixed methods:  Systematic Review,  Qualitative study, Interviews & focus groups with service users, Interviews & focus groups with healthcare.
Intro to Health Science Chapter 4 Section 3.3
Planning for and Attending an Important Meeting Advanced Social Communication High School: Lesson Seven.
Elsevier items and derived items © 2009 by Saunders, an imprint of Elsevier Inc. 1 Chapter 9 Patient Teaching for Health Promotion.
Readmissions Driver Diagram OHA HEN 2.0. Readmissions AIMPrimary Drivers Secondary DriversChange Ideas Reduce Readmissions Identify patients at high-risk.
Session: Instructional methods; How to prepare practical exercise/case study 24 th January 2013 Dr. Eliona Kulluri Bimbashi (University of Tirana)
Chapter Three Patient and Family Education Chapter 3-1 Fourth Edition Linda D. Urden Kathleen M. Stacy Mary E. Lough Priorities in C RITICAL C ARE N URSING.
Health Literacy Awareness THE NEED TO CREATE HEALTH LITERATE ENVIRONMENTS GLENDA D. KNIGHT, PHD, MPH, CHES CUTTING EDGE HEALTH OPTIONS.
Doctor of Physical Therapy Writing and Using Objectives in Clinical Education Harriet Lewis, PT, MS Co Academic Coordinator of Clinical Education Assistant.
Communication: "Communication is the process by which information and feelings are shared by people through an exchange of verbal and non-verbal messages".
Teach-back Method for Patient Education Tracy Grant Viterbo University.
Patient Education. Purposes of Patient Education  Help individuals, families, or communities achieve optimal levels of health  Reduces health care costs.
Overview of Education in Health Care
CLIENT COMMUNICATIONS. Definition of Communication  Webster’s dictionary defines communication as “to give, or give and receive, information, signals,
JUDITH M. WILKINSON LESLIE S. TREAS KAREN BARNETT MABLE H. SMITH FUNDAMENTALS OF NURSING Copyright © 2016 F.A. Davis Company Chapter 19: Teaching & Learning.
Chapter 21 Client Education.
Mosby items and derived items © 2005 by Mosby, Inc.
Chapter 8 Client Teaching
Process of Clinical Teaching
Presentation transcript:

Patient Education CHS 446 Communication Skills for the Healthcare Professional Mohammed S. Alnaif, Ph.D.

Patient Education  Patient education is a significant component of modern health care.  A process of assisting the patient to gain knowledge, skill, and a value or attitude related to a health problem or for health promotion.

Patient Education  Patient education can be divided into two large categories—clinical patient education (or clinical teaching and learning) and health education.  Clinical patient education is a planned, systematic, sequential, and logical process of teaching and learning provided to patients and clients in all clinical settings.

Patient Education  Clinical patient education is also a continuous teaching and learning process involving the health care provider and the patient or client (and/or the patient’s family).  The goals of clinical teaching and learning are based on the patient’s assessment, evaluation, diagnosis, prognosis, and individual needs and requirements related to interventions.

Patient Education  Health education is also a teaching and learning process similar to patient education.  However, it concentrates mostly on wellness, prevention, and health promotion.  Additionally, health education can be provided to individuals, groups, and communities.  The basic focus of health education is to change and improve societal health behaviors.

Patient Education Patient education  The are three important objectives of patient education that may result in positive health outcome.  Changing health behaviors  Improving health status  Improving patient compliance

Patient Education  Patient education provides h ealth information and instruction to help patients learn about specific or general medical topics.  Topics include the need for preventive services, the adoption of healthy lifestyles, the correct use of medications, and the care of diseases or injuries at home.

Patient Education Patient education  Skill Building and Responsibility – Patients need to know when, how, and why they need to make a lifestyle change  Group Effort – Each member of the patient’s health care team needs to be involved

Patient Education Patient education  Patient Education Value is the results of clear communication  Increased Compliance – Effective communication and patient education increases patient motivation to comply  Patient Outcomes – Patients more likely to respond well to their treatment plan which results in fewer complications

Patient Education Patient education  Informed Consent – Patients feel you’ve provided the information they need to make the right decision  Utilization – More effective use of medical services – fewer unnecessary phone calls and visits.  Satisfaction and referrals – Patients more likely to stay with your practice and refer other patients.

Patient Education Rationale Model of Patient Education Outcomes Patient Education  Print  Verbal  Multimedia  Combination Patient Education  Print  Verbal  Multimedia  Combination Behavior Changes  Health services utilization  Compliance  Lifestyle  Self-care Behavior Changes  Health services utilization  Compliance  Lifestyle  Self-care Costs  Length of stay  Utilization  Provider image  Regulatory compliance Costs  Length of stay  Utilization  Provider image  Regulatory compliance Health Status  Physical health  Well-being  Symptoms  Complications Health Status  Physical health  Well-being  Symptoms  Complications Knowledge and Attitude Changes  Increased understanding  Increased confidence  Increased satisfaction  Improved emotional state Knowledge and Attitude Changes  Increased understanding  Increased confidence  Increased satisfaction  Improved emotional state

Patient Education - Steps 1. Assessment of the Patient – Define patient and family needs and concerns; observe readiness to learn. 2. Design of the Instruction Plan – Set objectives with your patient; select materials. 3. Select a Teaching Strategies and resources– Put the plan in motion; help patients along the way to reach the objectives you’ve set together. 4. Go teach the patient – Understand and adapt to barriers to learning 5. Evaluate - Evaluation is critical and should be continuous through all four steps!

Patient Education Step 4: Go teach the patient. Step 3: Select a Teaching Strategies and resources Step 2: Design of the Instruction Step 1: Assessment of the Patient Step 5: Evaluate Learning Process Stromberg A. Eur. J. Heart Failure

Step 1: Assessment Disease-Specific Knowledge  General Questions.  “Why do you think you feel short of breath?”  “Tell me what heart failure means to you?”  “What things do you need to do to take care of your heart failure?”

Step 1: Assessment Disease-Specific Knowledge Type of LearnerCharacteristicsSample Approaches to use in teaching VisualPrefers pictures, diagrams, other visuals Use of copious visual aids, process algorithms, and trigger cards AuditoryPrefers to learn via verbal instruction; visuals may distract learners Use oral descriptions, lectures, podcasts KinestheticPrefers to learn via movement and hands-on activities Use demonstrations, simulations, role playing, as well as discussion groups, where possible

Assessing Health Literacy  3 General Questions: 1. “What was the highest grade you completed in school?” 2. “How would you rate your ability to read?” 3. “How often do you need to have someone help you when you read instructions, pamphlets, or other written material from your doctor or pharmacy?”

Assessing Health Literacy: SOS Method LetterStands for…Question TopicCut Point S "Schooling"Educational attainment Sub-Secondary (6th grade or less) O "Opinion"Patient self-rating of reading ability "Okay" or worse on a 5 point scale (Excellent or very good, Good, Okay, Poor, Terrible or very poor) S "Support"Help when readingSometimes or worse on a 5 point scale (Never, Rarely, Sometimes, Often, Always)

Additional Barriers to Learning  Functional  Visual Impairment  Hearing Impairment  Decreased mobility  Illness-Related  Pain  Fatigue  Cognitive Impairment  Dementia  Delirium  Depression

Patient Education - Steps Assessment of the Patient – Define patient and family needs and concerns; observe readiness to learn.  Motivation – Patients are motivated when they learn how their lives could improve. Focus on the benefits of education.  Attitude – Denial, Fear, Anger, Anxiety – all could be barriers to education. Patient must know that he or she will make gains by learning new skills.  Outlook – A patient’s beliefs about their situation could effect education. Let them know that learning new skills can help them feel better or slow disease progression.

Patient Education - Steps Design of the Instruction Plan – Set objectives with your patient; select materials.  Goals should focus on what is necessary / critical to patient survival first.  Pay attention to patient concerns – they could stand in the way of progress  Respect stated limits – if a patient has refused to do something, try to work around the problem and incorporate something new as best you can.  Helping a Patient understands the need for changing behavior

Patient Education - Steps Select a Teaching Strategies and resources– Put the plan in motion; help patients along the way to reach the objectives you’ve set together.  Providing a Good Learning Environment  Tone of voice, eye contact, and touch vary for all cultural backgrounds  Use the knowledge you gained during assessment  Mixing Education Media  Choosing the right patient education materials

Patient Education - Steps Select a Teaching Strategies and resources  Potential Statements:  “What would you like to learn more about with regards to your heart failure?”  “It sounds like you understand a lot about how heart failure works. How comfortable are you with managing all the medicines?”  “What are your goals before leaving the hospital or after you get home?”

Patient Education - Steps 1. Go teach the patient – Understand and adapt to barriers to learning  Let your patients know:  What they should do and why  When they should expect results  Possible danger signs to watch for  What they should do if problems arise  Whom they should contact for referrals  Ask the patient if they have any questions or concerns

Step 4: Go Teach the Patient  Begin with knowledge of patient’s understanding of his/her disease, learning styles, and motivation  Understand and adapt to barriers to learning  Present material in multiple formats, over multiple episodes, and in coordination with other care team members

Patient Education - Steps Evaluate - Evaluation is critical and should be continuous through all four steps!  Getting Patient Feedback  Feedback from the patient and family provides valuable perspective on the effectiveness of patient education  Consider surveys, documents for patients to sign, questionnaires

THANK YOU