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chapter 29
Patient Education & Models of Health/Illness
| Question | Answer |
|---|---|
| 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
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