Patient Education & Models of Health/Illness
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each of the black spaces below before clicking
on it to display the answer.
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| Emotional Impact | May be shock, denial, depression, etc.
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| Social Impact | Family support may be necessary
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| Intellectual Impact | the disease and its impact must be presented in a way the patient can understand
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| Economic Impact | The treatment of the disease may require lifestyle changes to afford the costs.
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| Spiritual Impact | The patient may have a spiritual response to the diagnosis; it may be helpful or detrimental
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| Perceived Susceptibility | Patient's opinion on the chances of getting a disorder
PTS EDU USE; supply information based on the risk level
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| Perceived severity | Patient's opinion on the seriousness of the condition
PT'S EDU USE; outline the potential complication of the disease
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| 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
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| 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
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| Self-Efficacy | Patient has the confidence to take action to achieve a healthier state
PTS EDU USE: Ongoing education an support
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| Denial/Isolation | The patient denies the disease, and refuses to discuss the health problem or lifestyle changes necessary
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| Anger | The patient may try to bargain for time by promising to comply with changes necessary at a later date
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| Depression | The patient grieves the loss of health
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| Acceptance | The patient is ready to accept the diagnosis and comply with treatment/ lifestyle changes
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| 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
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| 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
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| 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
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| 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
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| 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
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| 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,
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| 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
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| 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
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| 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
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| 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
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| 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
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Created by:
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