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1. Education in Healthcare
Terms in this set (39)
_______ has been a part of healthcare since the 1st healer.
mid-1800's through turn of the century
An increase in healthcare was seen in healthcare when?
1960's and 1970's
During the __________, general health education moved to more specific patient education.
What year did a PT article identify the importance of teaching as a fundamental part of treatment?
What year was accreditation criteria related to the teaching role of PTs developed? "... the physical therapy graduate should be able to 'apply basic educational concepts of learning theories in designing, implementing, and evaluating learning experiences in order to teach patients and families and to design and implement community education in-service programs"
to increase the competence and confidence of clients for self management
What is the purpose of client education?
to increase consumer satisfaction and continuity of care, to improve quality of life and maximize independence, to decrease client anxiety, to reduce complications of illness, and to empower consumers to become actively involved in care
What are the benefits of client education?
to promote a learning environment and create teachable moments, to facilitate communication, to partner with patients to design learning goals, and to actively involve learners in the learning process
What are the roles of a health educator?
Factors interfering with the health professional's ability to teach
Define barriers to teaching. (Fig. 1-2)
lack of time, low priority status of client education, lack of confidence and competence, questionable effectiveness of client education, documentation difficulties, absence of third-party reimbursement, negative influence of environment (lack of space and privacy, noise), lack of motivation and skill
What are different barriers to teaching? (Fig. 1-2)
Factors interfering with the ability of the learner to process information
Define obstacles to learning. (Figure 1-3)
lack of time (rapid discharge or episodic care); stress of illness; readiness to learn issues (motivation and adherence); complexity, fragmentation, and inconvenience of healthcare system; denial of learning needs; lack of support from health professionals or significant others; extent of needed behavior changes; negative influence of environment; literacy problems
What are different obstacles to learning? (Fig. 1-3)
Rationale for treatment, home programming, ROM/stretching, postural awareness, basic safety, prevention/risk factors
What are some frequently taught areas of patient care? (Chase et al, 1993)
Verbal discussion, demonstration, patient-specific instruction sheets with pictures
What are some common methods of patient education? (Chase et al, 1993)
Trusting relationship, concrete goals, active listening skills, simple and clear directions, assess effectiveness of teaching through pt. response, approach each pt. differently
What are some common important PT behaviors related to education? (Chase et al, 1993)
Pt. attitudes about illness/disability, pt. assumes passive role in PT, pt. attitudes about PT outcomes, cognitive status, emotional status
What are some frequent barriers to patient education? (Chase et al, 1993)
Relatively permanent change in mental processing, emotional functioning, skill or behavior as a result of practice/experience
Framework used to describe how people learn
Belief that one is susceptible to a condition (Health Belief Model)
Belief that the condition has serious consequences (Health Belief Model)
Belief taking action will reduce susceptibility (Health Belief Model)
Believe cot of taking action are outweighed by the benefits (Health Belief Model)
Cue to action
Exposed to factors that prompt action (Health Belief Model)
Confident in ability to succeed (Health Belief Model)
Students belief that teachers have all the answers (Perry's Phases of Development)
Students begin to question their faith in authority and realize that knowledge is a matter of opinion (Perry's Phases of Development)
Students learn to weigh the evidence and figure out what does and does not work (Perry's Phases of Development)
Commitment to Relativism
Students make choices and commit to them; develop their own world view (Perry's Phases of Development)
Growth in feelings and emotion (Bloom's Domains of Learning)
Manual of physical abilities (Bloom's Domains of Learning)
Mental skills (Bloom's Domains of Learning)
The patient: believes there are consequences to the actions/situation/condition; seeks medical care for help; is willing to listen to others.
The provider begins to provide basic information.
What happens in Phase 1 of a Blended Framework?
The patient: begins to ask questions and show desire to learn; begins to be active participant in healthcare; able to demonstrate growing understanding; gains satisfaction from being an active participant
What happens in Phase 2 of a Blended Framework?
The patient: can figure out what does/does not work for them; is able to identify boundaries and benefits of their actions; places value on becoming an active participant; is increasingly able to follow directions and apply knowledge about their care
What happens in Phase 3 of a Blended Framework?
The patient: begins to make choices about health and well-being; accepts more responsibility based on knowledge gained; actions become more automatic and habitual; show understanding of why learning the content is important to their lives
What happens in Phase 4 of a Blended Framework?
The patient: is able to use knowledge to make change to improve health and well-being; becomes more confident; demonstrates self-reliance and independence; has increased ability to problem solved and adapt
What happens in Phase 5 of a Blended Framework?
Internal locus of control
A person's actions and decisions can bring about a positive outcome
External locus of control
Events are the result of luck, fate, or other factor's that re beyond one's control
Education is an integral part of PT. Our role as educators are varied and vast. Learning theories and models can be used to better understand how others learn and to effectively organize our educational strategies. Effective patient education is a blend of: 1) assessment of pt. and family readiness and wiliness to learn and where to begin in the blended framework for learning, and 2) determining the person's locus of control to facilitate the development and implementation of teaching and learning.
Summary of education in healthcare:
THIS SET IS OFTEN IN FOLDERS WITH...
2. Adult Learning
3. Poverty and Learning
4. Health Literacy
5. Health Disparity
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