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chapter 29

Patient Education & Models of Health/Illness

Emotional Impact May be shock, denial, depression, etc.
Social Impact Family support may be necessary
Intellectual Impact the disease and its impact must be presented in a way the patient can understand
Economic Impact The treatment of the disease may require lifestyle changes to afford the costs.
Spiritual Impact The patient may have a spiritual response to the diagnosis; it may be helpful or detrimental
Perceived Susceptibility Patient's opinion on the chances of getting a disorder PTS EDU USE; supply information based on the risk level
Perceived severity Patient's opinion on the seriousness of the condition PT'S EDU USE; outline the potential complication of the disease
Perceived barriers Patient's opinion on the financial/psychological cost of compliance PTS EDU USE; Work to reduce barriers through education, family support, and community resources
Cues to Action methods developed to activate patient compliance. PTS EDU USE: One on one education intervention, handouts, family involvement, follow-up appointments, referral to community resources
Self-Efficacy Patient has the confidence to take action to achieve a healthier state PTS EDU USE: Ongoing education an support
Denial/Isolation The patient denies the disease, and refuses to discuss the health problem or lifestyle changes necessary
Anger The patient may try to bargain for time by promising to comply with changes necessary at a later date
Depression The patient grieves the loss of health
Acceptance The patient is ready to accept the diagnosis and comply with treatment/ lifestyle changes
Patients with Vision loss *alert the patient you are in the room; do not touch the patient without warning *Use clear, concise language and normal tone of voice
Patients with hearing loss Stand in front of the patient before speaking; the patient may be able to lip read *use expanded speech; lower your voice and pronounce each syllable *observe body language for confusion *use gestures to get meaning across
Patients with language barriers Determine whether the patient can read/understand English *use a translating dictionary if possible *order educational materials in the patient's native language
Assess the patients learning needs The medical assistant must consider what the patient knows about the disease, and if it includes misconceptions *The medical assistant must also consider what the patient needs to know, wants to know, and what can be taught in the time available
Determine the Teaching Priorities When the patient has a significant amount of information to learn, present the information concerning the patients immediate needs *Clear up any misconceptions *Educate the patient on any topics that seem to cause anxiety
Decide on the Appropriate Teaching Materials All teaching materials should include a handout that can be used as a home resource *the written material should be written at a 6th-8th grade level to promote understanding *Info shold be well-organized, clearly described,
Decide on the appropriate teaching methods Teach the patient specific skills required to deal with the disorder *You may need to ask some patients to keep a journal of activities and responses to health *Family may help reinforce healthy behaviors
Implement the Teaching plan Conduct the lesson in a private area away from distractions *assemble the equipment needed for demonstration *Be sure to use the same type of equipment that will be used at home
Role of the Medical Assistant as Patient Educator Reinforce physician instructions/ information *Encourage patients to take an active role in their health *use each patient interaction as an opportunity for teaching *keep information relevant to patient needs
Legal & Ethical issues Providing accurate, adequate, and understandable information is part of the informed consent mandate of the patients bill of rights *All patients have the right to information before they receive care *Patients have the right to understand their disease
HIPPA Applications the patient has the right to restrict who can receive personal health information (PHI) and a list of the exceptions to this rule should be filled out by the patient on the first office visit
Created by: chass