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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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
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

10. “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

11. 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)

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

13. 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.

14. Documentation of Teaching/Learning Outcomes is CRITICAL!

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

16. 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

17. 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.

18. Websites for Further Information on Types of Wounds
- Association for the Advancement of Wound Care
- Canadian Association for Wound Care
- National Pressure Ulcer Advisory Panel
- World Union of Wound Healing Societies
- Wound Ostomy Continence Nurses Society