What is the role of patient education?
BackgroundPatient education is the process by which health professionals provide specific and detailed educational activities and information to patients, carers and family members so they can actively participate in their healthcare and any treatment they may be receiving [1-3]. Show
Patient education is a planned learning experience using a combination of methods. It is provided to:
The benefits of education for patients with a cancer diagnosis include:
When patients, carers and family members are provided with effective education, long term outcomes include:
To provide timely and effective patient education requires health professionals to be prepared and knowledgeable about the patient education process and associated resources. [4-6] Providing education to patients of different agesWhile there are some commonalities between all learners, there are significant differences between adults and children as learners and both have characteristics which set them apart from each other.
Educating adult patients, carers and family membersWhen providing adult patients and carers with education, it is important to consider and incorporate the principles of adult learning. Malcolm Knowles, a pioneer in the field of adult education, was the first to theorise how adults learn (called andragogy), describing adult learning as a process of self-directed inquiry. Knowles identifies six principles of adult learning:
The principles of adults learning should always be considered when planning an education session for patients, carers and family members. The following resources may be useful in your clinical practice:
Educating children, adolescent and young adult patientsWhen providing paediatric patients and their families with education, it is important to recognise that a different approach is needed. The ability of children to understand a diagnosis of cancer and its treatment can be dependant on their developmental level. Family education most often includes adults (parents, guardians, family members) as well as the young patient. The parent or guardian is always included; however, the child must also be included in the education, which must be directed to the child in an age appropriate manner. [7] Infancy
Toddlerhood
Early childhood
Middle and late childhood
Adolescence
Patient-centred and family-centred careEducation sessions must be planned and delivered to meet the individual needs of the patient, carer and family and incorporate the principles of patient and family centred care [26, 32, 33]. Patient centred care: Patient-centred care can be defined as providing care that is respectful of and responsive to individual preferences, cultural traditions, family situations, social circumstances and lifestyle, to support active involvement of both the patient and their family in all health care decisions. Family centred care: The family is the basic unit of society and when a child becomes ill, the entire family can be affected. Family centred care recognises that each family is unique, the family is the constant in the child’s life, and they are experts on the child’s abilities and needs. Family centred care involves working with the family as a whole unit, to make informed decisions about which services and support the child and family may require. The strengths and needs of all family members are considered, and information about family dynamics can be invaluable in developing a plan which will be effective for both the child and family. Providing patient centred and family centred educationA critical step in providing high quality education is assessing the learning needs, individual learning styles, readiness to learn, and the health literacy of the patient, carer and family. Other factors, for example, learning difficulties or impairments, the needs of non-English-speaking patients, and cultural sensitivities may also need to be considered. Assessing the learning needs of the patient, carer and familyThe first step in the process is assessing:
In some instances, there are differences between the views of patients and health professionals about what the patient and family need to know, as the patient may not perceive the importance of certain information. While acknowledging this difference, it is important to deliver vital information in such a way that the patient is able to understand why it is important.[5-8] Individual learning stylesEveryone learns in different ways, and learning styles describe common ways that people learn. Age, educational ability, life and work experiences, culture and ethnic diversity all influence an individual’s learning style and need to be taken into consideration when planning education[9-11]. A commonly used model to describe learning styles is the Visual, Auditory, Kinaesthetic (VAK) model [10, 12]. This model identifies:
Generally speaking, most people have one preferred style however, many can learn using a combination of all styles. For more information on the VAK module see the James Cook University: Workplace Educators Resource Package Determining learning style involves assessing:
From time to time, patients and families may seem uninterested in learning because they do not know what to ask or do not realise that they will need the information. In some instances, nurses and other health professionals may take it for granted that patients and families have a better understanding of their condition and treatment than they actually do and filter the information[13, 14]. Readiness to learnMany factors influence a patient’s, carer’s or family’s readiness to learn, and individuals learn best when they are physically, mentally, and emotionally ready to learn. Anything that affects physical or psychological comfort can influence a learner’s ability and willingness to learn and all members must be receptive, willing and able to participate in the learning process. As previously identified, individuals will not learn the information if they see no reason for it. One of the most important roles of the health care professional is the ability to read patients, carers or family members to determine their readiness to learn specific material, or to perform required tasks. It is important to recognise that anything that affects physical or psychological comfort such as pain, fatigue, anxiety, or fear, will affect a person’s ability and motivation to learn. Before determining which teaching strategies and activities are appropriate, it is extremely important to determine the "readiness" of a learner otherwise no matter how important the information is, if the patient is not ready to learn, the information will not be absorbed. Consideration of timing is important as a patient or family member who is not receptive to information at one time, may be more receptive to the same information at another time. Health literacyHealth literacy is the ability to obtain, understand and use healthcare information to make appropriate health decisions and follow instructions for treatment. Health literacy is important because it shapes people’s health and the safety and quality of health care [27, 28, 29]. Health literacy is dependent on individual and system factors:
Health literacy affects people's ability to:
It is important to be aware of health literacy when planning education for patients and families. Some will have greater difficulty than others in understanding complex health information, deciding between treatment options and navigating the health system. For more information on health literacy see:
Other factorsWhen planning and delivering education it is important to take into consideration how specific learning difficulties or impairments can affect how individuals take in, remember, understand or express information. A learning difficulty or impairment may include:
For patients, carers and families who were born in a country where the primary language is not English, English may be their second language. It is important that education for these individuals is in their chosen language, either their primary language or English, to aid in their understanding and retention. Cultural considerations [29, 30, 31, 32]Culture can be defined as shared practices, beliefs, customs, and values of a particular group, passed down through generations. Culture provides a sense of belonging and identity, a feeling of cohesiveness, and a sense of connectedness to those who came before and will come after. It is important that health care professionals recognise that culture may influence how people communicate, understand, and respond to health information and the delivery of education. Culturally and linguistically diverse (CALD) is a term used to reflect the differences between cultures and refers to the wide range of cultural groups. The term CALD also acknowledges that groups and individuals differ according to religion and spirituality, racial backgrounds and ethnicity as well as language. Cultural sensitivity can be broadly defined as an awareness and utilisation of knowledge related to ethnicity, culture, gender, or sexual orientation in explaining and understanding situations and responses of individuals in their environment. Cultural competence refers to how individuals can interact effectively with people of different cultures and socio-economic backgrounds and consists of four components:
Developing cultural competence results in an ability to understand, communicate with, and effectively interact with people from different cultures. Remember:
If you are interested the Learning and Teaching Resources developed by the Department of Education and Early Childhood Development Victoria may provide some useful teaching strategies when working with CALD patients, carers or families. For more information see the Australian Government. National Health and Medical Research Council. Cultural Competency in Health: A guide for policy, partnerships and participation.Canberra, December 2005. Communication in Cancer CareA core component of providing education is the ability to communicate effectively with patients. Effective communication assists in understanding the patient, and their wants and needs, as well as building trust, rapport and respect. Where communication is not effective, important information can be missed or misinterpreted leading to conflict and frustration. Where important information is missed, patient safety and patient outcomes can be affected. Effective communication includes listening skills, as well as verbal and non-verbal communication [18-22]. Effective communication skills include[20,22, 23] :
Effective communication skills are essential when providing patient education to patients and family members and can be linked to improved patient satisfaction and compliance with treatment regimens as well as a reduction in patient complaints [32, 33]. Effective communication:
Ineffective communication:
Poor communication or inadequate information can cause much distress for patients and their families, who may want considerably more information than has been provided. Lack of effective communication between specialists and departments can also cause confusion and a loss of confidence amongst the team.[24, 25] Barriers to effective communication include:
If you are interested see the Wiki on How to develop Good Communication Skills or HelpGuide.org Effective Communication Informed consentInformed consent is a process for getting permission before conducting a healthcare intervention. A health care provider may ask a patient to consent to receive therapy before providing it, or a clinical researcher may ask a research participant before enrolling that person into a clinical trial. Informed consent is collected according to guidelines from the fields of medical ethics and research ethics [32, 33, 34]. The role of informed consent is to ensure patients, carers and family members understand the purpose, benefits, and risks of all treatment options before consenting to or refusing treatment. Where the patient is unable to provide consent themselves, consent can be obtained from a parent, legal guardian or individual with power of attorney. The information that must be given includes:
Consent for paediatric patientsConsent to medical treatment can only be given by a person who is competent to consent. In general, Australian law recognises that individuals aged 18 years and over have full legal capacity and are capable of making decisions relating to their own health care. Before 18 years of age, parents (or legal guardians) are entitled to consent to their child's medical treatment. When attempting to decide whether a child is mature enough to make decisions, people often talk about whether a child is 'Gillick competent'. Gillick competence is a term used in medical law to decide whether a child (16 years or younger) is able to consent to his or her own medical treatment, without the need for parental permission or knowledge. Health professionals working with children need to consider how to balance a child’s rights and wishes with their responsibility to keep them safe. Gillick competence doctrine is part of Australian law. For information on informed consent see the following resources:
References
What is the most important goal in patient education?The most important goal of patient education is to help patients achieve the best state of health possible through their own actions. This focuses on patient autonomy and patient-centered care.
What is the nurse's role in patient education?Nurses must assess their patients to pinpoint the best way to educate them about their health and determine how much they already know about their medical condition. They need to build a rapport with patients by asking questions to zero in on concerns.
What are the advantages of patient education?Patient education promotes patient-centered care and increases adherence to medication and treatments. An increase in compliance leads to a more efficient and cost-effective healthcare delivery system. Educating patients ensures continuity of care and reduces complications related to the illness.
What is the meaning of patient education?Patient education is the practice of informing patients about their health, wellness, treatment plans, potential outcomes, and other information critical to the patient experience.
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