Patient, Family & Caregiver Education Diane L. Krasner PhD, RN, FAAN & Lia van Rijswijk DNP, MSN, RN, CWCN   Module #12

Objectives To distinguish the nurse’s role in patient, family and caregiver education To identify members of the patient’s circle of care who need education To discuss the importance of documenting teaching and learning outcomes

The Nurse’s Role in Patient, Family and Caregiver Education Educator role is part of the ANA Scope of Practice for Nurses Patient education is required by many state Nurse Practice Acts Nurse’s role as patient advocate includes education Education is included in all Chronic Wound Care guidelines American Nurses Association. Scope and Standards of Practice Nursing. Second Edition. American Nurses Association, Silver Spring, Maryland, 2010. Van Rijswijk, L. Patient and caregiver education; Significance and guidelines. In: Wound Ostomy and Continence Nurses Society Core Curriculum: Wound Management (Doughty, D, McNichol, L. Eds). Wolters Kluwer, Philadelphia, PA . 2016

Successful Education of Patients, Families and Caregivers requires knowledge of: Subject Matter (nursing/healthcare expertise) The Nursing Process (patient-centered approach) The Teaching/Learning Process Krasner, D.L., Rodeheaver GT, Sibbald, R.G., & Woo, K.Y. (2014) Interprofessional wound caring. In: Krasner, D.L. (Ed). Chronic Wound Care: The Essentials. Malvern, PA., HMP Communications . Downloadable at www.WhyWoundCare.com/Resources

Assess: Who needs to know? Patient Caregiver Other members of the patient’s circle of care Krasner, D.L., Rodeheaver GT, Sibbald, R.G., & Woo, K.Y. (2014) Interprofessional wound caring. In: Krasner, D.L. (Ed). Chronic Wound Care: The Essentials. Malvern, PA., HMP Communications . Downloadable at www.WhyWoundCare.com/Resources

Patient’s Circle of Care Everyone involved in a person’s biopsychosocial environment. All stakeholders in the patient’s health and well being. Circle includes, but is not limited to, the patient, a legal guardian or responsible party, a spouse or significant other, interested friends or family members, caregivers, and any other individual(s) who may have active involvement in the patient’s care and well-being. Krasner, D.L., Rodeheaver GT, Sibbald, R.G., & Woo, K.Y. (2014) Interprofessional wound caring. In: Krasner, D.L. (Ed). Chronic Wound Care: The Essentials. Malvern, PA., HMP Communications . Downloadable at www.WhyWoundCare.com/Resources

Plan/Assess Teaching Goals and Objectives based on: Patient goal of care Assessment findings Physician/Nurse Practitioner’s order Krasner, D.L., Rodeheaver GT, Sibbald, R.G., & Woo, K.Y. (2014) Interprofessional wound caring. In: Krasner, D.L. (Ed). Chronic Wound Care: The Essentials. Malvern, PA., HMP Communications . Downloadable at www.WhyWoundCare.com/Resources

Assess: Which methods will work best? Education level Ability to read/reading level Learning style Computer skills Access to internet and other resources Krasner, D.L., Rodeheaver GT, Sibbald, R.G., & Woo, K.Y. (2014) Interprofessional wound caring. In: Krasner, D.L. (Ed). Chronic Wound Care: The Essentials. Malvern, PA., HMP Communications . Downloadable at www.WhyWoundCare.com/Resources

Assess: Other Factors: Current knowledge/beliefs Readiness to learn Psycho-physiologic factors that can impact learning Time for teaching/learning Krasner, D.L., Rodeheaver GT, Sibbald, R.G., & Woo, K.Y. (2014) Interprofessional wound caring. In: Krasner, D.L. (Ed). Chronic Wound Care: The Essentials. Malvern, PA., HMP Communications . Downloadable at www.WhyWoundCare.com/Resources Van Rijswijk, L. Patient and caregiver education; Significance and guidelines. In: Wound Ostomy and Continence Nurses Society Core Curriculum: Wound Management (Doughty, D, McNichol, L. Eds). Wolters Kluwer, Philadelphia, PA . 2016

“Every wound is unique . . . and every patient is unique. Chronic wound care is a process that requires knowledge, skill, experience and tenacity. It requires a commitment to care that is person/patient-centered, meets the standard of care, and is as evidence-based as possible.” - Dr. Diane Krasner & Dr. Gregory Compton Krasner, D.L., Compton G.A. (2014). Chronic Wound Care: An Overview. In: Krasner, D.L. (Ed). Chronic Wound Care: The Essentials. Malvern, PA., HMP Communications . Downloadable at www.WhyWoundCare.com/Resources

Develop Your Teaching Plan Learning goals and objectives Teaching strategies : Content Method (e.g. face-to-face; web-based) Handouts, Support Materials Method for evaluating learning (e.g. pre-test and post-test, demonstration/return demonstration)

Evaluation Gold Standard Skills: Demonstration/Return Demonstration Knowledge/Understanding: Explanation/Return Explanation

Teaching/Learning Outcomes Knowledge acquisition Skills acquisition Ability to implement all pre-requisites to help patients and members of the Patient’s Circle of Care meet the goals of care.

Documentation of Teaching/Learning Outcomes is CRITICAL!

Key Nursing Concepts Assessment Caring Communication Ethics Evidence-based Practice Knowledge Deficit Patient Education Prevention Quality of Life Safety Self Care Deficit

Potential for Injury Knowledge Deficit r/t Self Care Deficit r/t Key Nursing Diagnoses Potential for Injury Knowledge Deficit r/t Self Care Deficit r/t

Key Nursing Practice Issues Registered Nurses (RNs) and Licensed Practical/Vocational Nurses (LPNs/LVNs) educate all members of the patient’s circle of care per state Nurse Practice Acts. Documentation of teaching/learning outcomes is critical.

Websites for Further Information on Types of Wounds - Association for the Advancement of Wound Care www.aawc1.org - Canadian Association for Wound Care www.cawc.net - National Pressure Ulcer Advisory Panel www.npuap.org - World Union of Wound Healing Societies www.wuwhs.org - Wound Ostomy Continence Nurses Society www.wocn.org

www.WhyWoundCare.com