56 Patient Education Lesson 1: Teaching Methods and Strategies

Lesson Objectives Upon completion of this lesson, students should be able to: Define and spell the terms to learn for this chapter. List and describe five methods that help adults learn. Create a public relations brochure for the office.

Lesson Objectives Upon completion of this lesson, students should be able to: Identify at least six teaching methods and strategies to use for patient education. Describe the process used when developing a teaching plan.

Patient Education Patient education important component of health care delivery and treatment Patient education is a right All patients have the right to receive information on how to manage their own health needs

Patient-Centered Education Lifestyle changes that might improve the patient's health Preparation instructions for a specific treatment, procedure, or surgery Suggestions to improve patient compliance on therapy or medication Disease-specific information geared to educate the patient about his or her own health behaviors

Patient-Centered Education Education process begins with assessment; evaluation of patient's needs Next step is to plan or determine how to begin the task of teaching

Patient-Centered Education Implementing the plan involves teaching patient specifically what to do Have examples in the office of materials you are suggesting patient should use

FIGURE 56-1 Visual aids, such as proper walking shoes and a pedometer, or an illustration showing someone properly dressed and equipped for walking, can provide the patient with an additional level of understanding. Syda Productions/Shutterstock

Patient-Centered Education Next, document the teaching you have done by charting it in patient's health record to ensure continuity of care At patient's next office visit, remind the physician to ask patient how the plan is going; this phase called evaluation Physician must always order patient education required for patients

FIGURE 56-2 The physician and medical assistant will often work together to choose appropriate educational materials for patients. YinYang/Getty Images

Patient-Centered Education How Adults Learn Adult learning is active process Activities and techniques that call for participation, such as role-playing and demonstrations, will achieve more and faster learning than those that do not Lecture is not as useful as role-playing for patient learning

Patient-Centered Education How Adults Learn Learning must be self-directed for adults Practical application of learning desired by most adult learners Learning able to provide immediate application will be retained longer

Patient-Centered Education How Adults Learn Compile a list of community resources that can be recommended to patients Create a community resource brochure and a public relations brochure

Patient-Centered Education How Adults Learn Adults prefer group-learning atmosphere because of mutual support For learning to be effective, it must be reinforced Motivational incentives: better health, improved appearance, pride of accomplishment, self-confidence, praise from others

Creating a Community Resource Brochure Choose a specific topic Using the Internet, local telephone books, and local newspaper, identify community resources available to help patients regarding your topic

Creating a Community Resource Brochure Create attractive brochure for distribution to patients that includes name, location, phone number, services offered by the selected resources

Creating a Community Resource Brochure Check brochure for spelling and grammatical errors before printing Print one copy and do another spelling and grammar check on printed document

Creating a Community Resource Brochure After brochure edited for errors and is polished, obtain approval from physician to print and distribute brochures to patients as necessary or to display in office reception area

Creating a Public Relations Brochure Gather necessary data Office name and type of practice Office hours Office address Names and information about physicians Insurance plans accepted

Creating a Public Relations Brochure Gather necessary data Payment expectations Emergency management procedures Prescription refill procedures Local hospital affiliations and privileges

Creating a Public Relations Brochure Check your brochure for spelling and grammatical errors before printing Print one copy and perform another spelling and grammar check on printed document

Creating a Public Relations Brochure After brochure has been edited for errors and is polished, obtain approval from office manager or physician to print and distribute brochures to patients

Developing Patient Education Teaching Methods Chosen and based on characteristics and preferences of the learner Rather than using one teaching method or technique, use combination to enhance patients' learning experience while maintaining their interest

Patient Teaching Methods Lecture Formal report or instructions delivered to patient with little interaction between teacher and learner Efficient; no limit to number of learners

Patient Teaching Methods Lecture No interaction to handle individual learner confusion May be boring for learner Patients who need general knowledge Large groups

Patient Teaching Methods Role-Play Short play in which learner participates in "playing out" the story Learner sees how others might do something Learner involvement Time consuming Learner must be willing to "play" the role

Patient Teaching Methods Role-Play Patients with chronic diseases Patients learning new interactions Handling unusual situations that cannot be demonstrated

Critical Thinking Question What scenario can you think of where role-playing might be useful in teaching a patient a new skill?

Patient Teaching Methods Case Problems Applies information to real situations Believable Concrete rather than abstract Significant facts may be missing Effectiveness depends on teacher Patients who must apply new knowledge May be difficult to see Limited to small group

Patient Teaching Methods Demonstration/Return Demonstration Showing patients how to do something and then immediately having them do the same procedure Presents standards for performance both visually and orally Allows learner to know it can be done

Patient Teaching Methods Demonstration/Return Demonstration Patients may be nervous about demonstrating something new Patients who need to understand cause and effect Patients who must learn new skills

Patient Teaching Methods Contracting Setting up goals with clear behaviors and responsibilities for patient Requires learner involvement Promotes learner's strengths Identifies acceptable goals Requires learner decision making

Patient Teaching Methods Contracting May be threatening Time consuming Patients with chronic disease Well patients who wish to change health habits

Patient Teaching Methods Use of Significant Other Teaching close relative/friend the same information the patient receives Provides learner support and reinforcement Learning continues at home Other person must be willing to help Other person may be a negative influence

Patient Teaching Methods Use of Significant Other Other person may foster dependence Elderly patients and those with disabilities Patients whose compliance is in question

Patient Teaching Methods Past Experiences Building learning on what has been learned in the past rather than creating a new set of knowledge Identifies potential problems Makes patient more comfortable Depends on ability to recall

Patient Teaching Methods Past Experiences Requires insight Patients who are anxious or overwhelmed Patients who must change behavior

Patient Teaching Methods Group Teaching Bringing together patients who have common learning needs Efficient and economical Participants support each other Participants actively involved Group may digress Some cultures discourage open discussion

Patient Teaching Methods Group Teaching Transportation may be a problem Difficult for all to agree on a time Patients and families with common learning needs

Patient Teaching Methods Programmed Instruction Printed instructions that force learner to understand one concept before going on to the next Every correct response builds toward the next question

Patient Teaching Methods Programmed Instruction Can be computer assisted Active learner participation Individual pacing Encourages independence

Patient Teaching Methods Programmed Instruction Provides immediate feedback May be impersonal and boring Patient must be literate Lack of personal involvement between patient and teacher Patient must be self-motivated Self-motivated learners Accommodates lower reading level

Patient Teaching Methods Simulations (Games) To create pretend scenario for learning purposes Involves patient in learning process Nonthreatening Allows patients to see knowledge previously learned Some patients dislike competition

Patient Teaching Methods Simulations (Games) Some patients do not like or are intimidated by games Some patients have difficulty following directions or with abstract ideas Adults and children with acute problems, chronic problems or health promotion issues

Patient Teaching Methods Tests of Knowledge Short questions that relate to patient's knowledge of the subject Evaluates patient's knowledge at that moment Gives patient a feeling of accomplishment Raises patient's awareness

Patient Teaching Methods Tests of Knowledge May make patients anxious Time consuming May embarrass patients with lack of knowledge Adults and children who must apply knowledge

Patient Teaching Methods Printed Handouts Brochures or instruction sheets printed for main purpose of imparting knowledge to the patient Promotes consistency Gives visual reinforcement Must be accompanied by verbal teaching

Patient Teaching Methods Printed Handouts Difficult to create because clarity and simplicity are required Well patients Patients who must remember difficult information

Patient Teaching Methods Diagrams Picture models of concepts Offers visual reinforcement Attracts attention of the patient Shows proportions and relationships

Patient Teaching Methods Diagrams Must be accurate May require artistic skill to produce Preschoolers People with limited reading/vocabulary levels

Patient Teaching Methods Models Miniature (usually) representation of an object produced in substance, such as clay or plaster Encourages patient participation Offers direct application of skill May be expensive School-age children Adults practicing a skill

Patient Teaching Methods Video Slide presentation or moving picture Re-creates real-life situations Effective for patients with limited reading skills Too fast for the elderly adult

Patient Teaching Methods Video May be expensive Takes time to set up and run Groups of patients Health maintenance material Video player in waiting room

Developing Patient Education Teaching Plans Includes learning objectives and an outline of content that will be covered Learning objective is desired outcome or concept you want learner to understand or demonstrate after teaching completed Good teaching plan can be easily modified and adapted for patients with special needs

Developing Patient Education Learning Environments Ideal if patient education can take place in a well-lit room with privacy Leaving patient education materials in examination room allows patients to take brochures discreetly If required to teach patient how to use equipment, have it available for demonstration

Developing Patient Education Learning Environments If patient asks you a question you cannot answer, be honest with patient and tell them you will get back to them with the answer Using language and communication skills that are not suited to the learner creates roadblocks to effective patient learning

Developing Patient Education Roadblocks to Effective Patient Learning Ordering, commanding, and directing patient to learn through force or negative tones Warning or threatening remarks Moralizing or preaching Judging Criticizing Name calling, stereotyping, labeling

Developing Patient Education Roadblocks to Effective Patient Learning Sarcasm Anxiety Culturally inappropriate treatment plans Speaking loudly to a blind person Age-inappropriate speech

Developing Patient Education Culture influences learning and can affect: Readiness Values Feelings of inclusion

Developing Patient Education Culture influences learning and can affect: What aspect of learning the patients choose How they apply it in their own homes Use of personal space, distances maintained, facial expressions, body movements, gestures, expressions can be misinterpreted

Developing Patient Education Teaching Resources DVD players Compact discs Videos Pamphlets Websites

Developing Patient Education Electronic Health Records Targeted patient education information via e-mail Requires authorization from patient Efficient and cost-effective means to deliver patient education

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