Lecture 9: The Process of Patient Education (2) PDF

Lecture - 9 The Process of Patient Education (2) Dr. Manal Abasher Assistant Professor Department of Health Education and Promotion Jazan University, KSA PLANNING AND IMPLEMENTING TEACHING } Plan who will teach and who will learn } Will you be the primary teacher or will other health care profess...

Lecture - 9 The Process of Patient Education (2) Dr. Manal Abasher Assistant Professor Department of Health Education and Promotion Jazan University, KSA PLANNING AND IMPLEMENTING TEACHING } Plan who will teach and who will learn } Will you be the primary teacher or will other health care professionals be involved? } Former patients who have been through a similar experience can be helpful. } You may also teach people other than the patient, such as a spouse, another caregiver, or a friend or neighbor. ‫ﺧطﺔ ﻣن ﺳﯾﻌﻠم وﻣن ﺳﯾﺗﻌﻠم‬ ‫ھل ﺳﺗﻛون اﻟﻣﻌﻠم اﻷﺳﺎﺳﻲ أم أن ﻣﮭﻧﯾﻲ اﻟرﻋﺎﯾﺔ اﻟﺻﺣﯾﺔ اﻵﺧرﯾن ﺳﯾﺷﺎرﻛون ؟‬ .‫واﻟﻣرﺿﻰ اﻟﺳﺎﺑﻘون اﻟذﯾن ﺧﺿﻌوا ﻟﺗﺟرﺑﺔ ﻣﻣﺎﺛﻠﺔ ﯾﻣﻛن أن ﯾﻛوﻧوا ﻣﻔﯾدﯾن‬ .‫ أو ﺻدﯾق أو ﺟﺎر‬، ‫ وﻣﻘدم رﻋﺎﯾﺔ آﺧر‬، ‫ ﻣﺛل اﻟزوج‬، ‫ﯾﻣﻛﻧك أﯾﺿﺎ ﺗﻌﻠﯾم اﻟﻧﺎس ﻏﯾر اﻟﻣرﯾض‬ } } } } PLANNING AND IMPLEMENTING TEACHING } Plan how will you teach : Select teaching method as per patient’s preferred learning style. } Remember that global learners like to understand the big picture first and work down to the details. } Linear learners want the details first and then expect a bigger picture to emerge. For example: when teaching a global learner how to do home blood glucose monitoring, you might start with the overall purpose of monitoring and then go on to details. .‫ ﺣدد طرﯾﻘﺔ اﻟﺗدرﯾس وﻓﻘًﺎ ﻷﺳﻠوب اﻟﺗﻌﻠم اﻟﻣﻔﺿل ﻟدى اﻟﻣرﯾض‬:‫ﺧطط ﻟﻛﯾﻔﯾﺔ اﻟﺗدرﯾس‬ .‫ﺗذﻛر أن اﻟﻣﺗﻌﻠﻣﯾن اﻟﻌﺎﻟﻣﯾﯾن ﯾﺣﺑون ﻓﮭم اﻟﺻورة اﻟﻛﺑﯾرة أوﻻً واﻟﻌﻣل ﻋﻠﻰ اﻟﺗﻔﺎﺻﯾل‬ .‫ﯾرﯾد اﻟﻣﺗﻌﻠﻣون اﻟﺧطﯾون اﻟﺗﻔﺎﺻﯾل أوﻻً ﺛم ﯾﺗوﻗﻌون ظﮭور ﺻورة أﻛﺑر‬ ‫ ﻗد ﺗﺑدأ ﺑﺎﻟﻐرض‬،‫ ﻋﻧد ﺗﻌﻠﯾم ﻣﺗﻌﻠم ﻋﺎﻟﻣﻲ ﻛﯾﻔﯾﺔ ﻣراﻗﺑﺔ اﻟﺟﻠوﻛوز ﻓﻲ اﻟدم ﻓﻲ اﻟﻣﻧزل‬:‫ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل‬ .‫اﻟﻌﺎم ﻣن اﻟﻣراﻗﺑﺔ ﺛم ﺗﻧﺗﻘل إﻟﻰ اﻟﺗﻔﺎﺻﯾل‬ PLANNING AND IMPLEMENTING TEACHING ji } ma } } } } a Plan how will you teach 7 with the first procedure } If your patient is a linear learner, start that patient needs to know to operate the machine and end with the bigger picture. ‫ﺧطط ﻛﯾف ﺳﺗﻌﻠم‬ ‫ ﻓﺎﺑدأ ﺑﺎﻹﺟراء اﻷول اﻟذي ﯾﺣﺗﺎج اﻟﻣرﯾض إﻟﻰ‬،‫إذا ﻛﺎن ﻣرﯾﺿك ﻣﺗﻌﻠًﻣﺎ ﺧطﯾًﺎ‬ .‫ﻣﻌرﻓﺗﮫ ﻟﺗﺷﻐﯾل اﻟﺟﮭﺎز واﻧﺗﮭﻰ ﺑﺎﻟﺻورة اﻷﻛﺑر‬ } } } or If your patient is a visual learner, select teaching materials that involve reading, writing, and watching visual media such as videotapes and slides. ‫ اﺧﺗر ﻣواد ﺗﻌﻠﯾﻣﯾﺔ ﺗﺗﺿﻣن اﻟﻘراءة واﻟﻛﺗﺎﺑﺔ‬، ‫إذا ﻛﺎن ﻣرﯾﺿك ﻣﺗﻌﻠم ﺑﺻري‬ .‫وﻣﺷﺎھدة اﻟوﺳﺎﺋط اﻟﺑﺻرﯾﺔ ﻣﺛل أﺷرطﺔ اﻟﻔﯾدﯾو واﻟﺷراﺋﺢ‬ } PLANNING AND IMPLEMENTING TEACHING } Plan how will you teach } Auditory learners need to hear information via spoken explanations and audiocassettes, and they may remember information better in pamphlets if they hear it read aloud. } o Tactile learners often remember more when they can touch, manipulate and handle equipment, and they may recall written information best by underlining or highlighting. ‫ﺧطط ﻛﯾف ﺳﺗدرس‬ ، ‫ﯾﺣﺗﺎج اﻟﻣﺗﻌﻠﻣون اﻟﺳﻣﻌﯾون إﻟﻰ ﺳﻣﺎع اﻟﻣﻌﻠوﻣﺎت ﻋﺑر اﻟﺗﻔﺳﯾرات اﻟﻣﻧطوﻗﺔ واﻷﺷرطﺔ اﻟﺻوﺗﯾﺔ‬ .‫وﻗد ﯾﺗذﻛرون اﻟﻣﻌﻠوﻣﺎت ﺑﺷﻛل أﻓﺿل ﻓﻲ اﻟﻛﺗﯾﺑﺎت إذا ﺳﻣﻌوھﺎ ﺗ ُﻘرأ ﺑﺻوت ﻋﺎٍل‬ } ‫ﻏﺎﻟﺑًﺎ ﻣﺎ ﯾﺗذﻛر اﻟﻣﺗﻌﻠﻣون ﻋن طرﯾق اﻟﻠﻣس اﻟﻣزﯾد ﻋﻧدﻣﺎ ﯾﻣﻛﻧﮭم ﻟﻣس اﻟﻣﻌدات واﻟﺗﻌﺎﻣل ﻣﻌﮭﺎ‬ .‫ وﻗد ﯾﺗذﻛرون اﻟﻣﻌﻠوﻣﺎت اﻟﻣﻛﺗوﺑﺔ ﺑﺷﻛل أﻓﺿل ﻣن ﺧﻼل وﺿﻊ ﺧط ﺗﺣﺗﮭﺎ أو ﺗﻣﯾﯾزھﺎ‬، ‫واﻟﺗﻌﺎﻣل ﻣﻌﮭﺎ‬ } } PLANNING AND IMPLEMENTING TEACHING Examples of Methods and Materials Teaching methods •One-on-one sessions •Small group discussions and support groups •Demonstration and return demonstration •Role-playing •Games •Programmed instruction y ‫طرق اﻟﺗدرﯾس‬ ‫ﺟﻠﺳﺎت ﻓردﯾﺔ‬ ‫ﻣﻧﺎﻗﺷﺎت اﻟﻣﺟﻣوﻋﺎت اﻟﺻﻐﯾرة وﻣﺟﻣوﻋﺎت اﻟدﻋم‬ ‫ﻣظﺎھرة وﻋودة ﻣظﺎھرة‬ ‫ﻟﻌب اﻷدوار‬ ‫أ ﻟ ﻌ ﺎب‬ ‫ﺗﻌﻠﯾﻣﺎت ﻣﺑرﻣﺟﺔ‬ Teaching Materials •Pamphlets and brochures •Posters and flip charts •Videos and closed circuit television •Computer – assisted instruction – Internet, CDs •Audiocassettes •Transparencies •Models ‫وﺳﺎﺋل اﻟﺗﻌﻠﯾم‬ ‫اﻟﻛﺗﯾﺑﺎت واﻟﻛﺗﯾﺑﺎت‬ ‫ﻣﻠﺻﻘﺎت وﻟوﺣﺎت ورﻗﯾﺔ‬ ‫اﻟﻔﯾدﯾو واﻟداﺋرة اﻟﺗﻠﻔزﯾوﻧﯾﺔ اﻟﻣﻐﻠﻘﺔ‬ - ‫ اﻟﺗﻌﻠﯾﻣﺎت ﺑﻣﺳﺎﻋدة اﻟﻛﻣﺑﯾوﺗر‬- ‫اﻟﻛﻣﺑﯾوﺗر‬ ‫ واﻷﻗراص اﻟﻣدﻣﺟﺔ‬، ‫اﻹﻧﺗرﻧت‬ ‫اﻟﻛﺎﺳﯾت‬ ‫اﻟﺷﻔﺎﻓﯾﺔ‬ ‫ﻋﺎرﺿﺎت ازﯾﺎء‬ 3 EVALUATING TEACHING AND LEARNING Here are some ways you can evaluate learning: } Demonstrations: to see whether the patient has learned the necessary psychomotor skills for a task. } Restate instructions: Ask the patient to restate instructions in his or her own words. } Asking questions: to check whether there are areas of instruction that need reinforcing or re-teaching. } Written test: Give simple written tests before, during, and after teaching to measure cognitive learning. } Feedback from patient’s family and other health care team members: how well the patient is performing tasks he or she has been taught. :‫ﻓﯾﻣﺎ ﯾﻠﻲ ﺑﻌض اﻟطرق اﻟﺗﻲ ﯾﻣﻛﻧك ﻣن ﺧﻼﻟﮭﺎ ﺗﻘﯾﯾم اﻟﺗﻌﻠم‬ .‫ ﻟﻣﻌرﻓﺔ ﻣﺎ إذا ﻛﺎن اﻟﻣرﯾض ﻗد ﺗﻌﻠم اﻟﻣﮭﺎرات اﻟﻧﻔﺳﯾﺔ اﻟﺣرﻛﯾﺔ اﻟﻼزﻣﺔ ﻟﻣﮭﻣﺔ ﻣﺎ‬:‫اﻟﻌروض اﻟﺗوﺿﯾﺣﯾﺔ‬ .‫ اطﻠب ﻣن اﻟﻣرﯾض أن ﯾﻌﯾد ﺻﯾﺎﻏﺔ اﻟﺗﻌﻠﯾﻣﺎت ﺑﻛﻠﻣﺎﺗﮫ‬:‫أﻋد ﺻﯾﺎﻏﺔ اﻟﺗﻌﻠﯾﻣﺎت‬ .‫ ﻟﻠﺗﺣﻘق ﻣﻣﺎ إذا ﻛﺎﻧت ھﻧﺎك ﻣﺟﺎﻻت ﺗﻌﻠﯾم ﺗﺣﺗﺎج إﻟﻰ ﺗﻌزﯾز أو إﻋﺎدة ﺗدرﯾس‬:‫طرح اﻷﺳﺋﻠﺔ‬ .‫ ﻗم ﺑﺈﺟراء اﺧﺗﺑﺎرات ﻛﺗﺎﺑﯾﺔ ﺑﺳﯾطﺔ ﻗﺑل اﻟﺗدرﯾس وأﺛﻧﺎءه وﺑﻌده ﻟﻘﯾﺎس اﻟﺗﻌﻠم اﻟﻣﻌرﻓﻲ‬:‫اﻻﺧﺗﺑﺎر اﻟﺗﺣرﯾري‬ ‫ ﻣدى ﺟودة أداء اﻟﻣرﯾض ﻟﻠﻣﮭﺎم اﻟﺗﻲ ﺗم ﺗﻌﻠﯾﻣﮭﺎ‬:‫ردود اﻟﻔﻌل ﻣن أﺳرة اﻟﻣرﯾض وأﻋﺿﺎء ﻓرﯾق اﻟرﻋﺎﯾﺔ اﻟﺻﺣﯾﺔ اﻵﺧرﯾن‬ .‫ﻟﮫ‬ } } } } } } x EVALUATING TEACHING AND LEARNING } } } Assess physiological measurements: such as weight and blood pressure, ability to follow a modified diet plan, participate in prescribed exercise, or take antihypertensive medication. Reviewing patient’s own record: self-monitored blood glucose levels, blood pressure, or daily weights. Give a hypothetical situation: Ask the patient to solve problem in a hypothetical situation. ‫ واﻟﻘدرة ﻋﻠﻰ اﺗﺑﺎع ﺧطﺔ ﻧظﺎم ﻏذاﺋﻲ ﻣﻌدل‬، ‫ ﻣﺛل اﻟوزن وﺿﻐط اﻟدم‬:‫ﺗﻘﯾﯾم اﻟﻘﯾﺎﺳﺎت اﻟﻔﺳﯾوﻟوﺟﯾﺔ‬ .‫ أو ﺗﻧﺎول اﻷدوﯾﺔ اﻟﺧﺎﻓﺿﺔ ﻟﻠﺿﻐط‬، ‫ واﻟﻣﺷﺎرﻛﺔ ﻓﻲ اﻟﺗﻣﺎرﯾن اﻟﻣوﺻوﻓﺔ‬، ‫ ﻣﺳﺗوﯾﺎت اﻟﺟﻠوﻛوز ﻓﻲ اﻟدم اﻟﻣراﻗﺑﺔ اﻟذاﺗﯾﺔ أو ﺿﻐط اﻟدم أو‬:‫ﻣراﺟﻌﺔ ﺳﺟل اﻟﻣرﯾض اﻟﺧﺎص‬ .‫اﻷوزان اﻟﯾوﻣﯾﺔ‬ .‫ اطﻠب ﻣن اﻟﻣرﯾض ﺣل اﻟﻣﺷﻛﻠﺔ ﻓﻲ ﻣوﻗف اﻓﺗراﺿﻲ‬:‫ﻗدم ﻣوﻗﻔًﺎ اﻓﺗراﺿﯾًﺎ‬ } } } ‫ريض‬$‫توثيق تربية ا‬ 5 DOCUMENTING PATIENT TEACHING It must take place throughout the teaching process. } It can be done via flow-charts, checklists, care plans, traditional progress notes, or computerized documentation. } Gathered information must be a part of the patient’s permanent medical record. .‫ﯾﺟب أن ﺗﺗم ﺧﻼل ﻋﻣﻠﯾﺔ اﻟﺗدرﯾس‬ ‫ﯾﻣﻛن اﻟﻘﯾﺎم ﺑذﻟك ﻣن ﺧﻼل اﻟﻣﺧططﺎت اﻻﻧﺳﯾﺎﺑﯾﺔ أو ﻗواﺋم اﻟﻣراﺟﻌﺔ أو‬ .‫ﺧطط اﻟرﻋﺎﯾﺔ أو ﻣﻼﺣظﺎت اﻟﺗﻘدم اﻟﺗﻘﻠﯾدﯾﺔ أو اﻟﺗوﺛﯾق اﻟﻣﺣوﺳب‬ .‫ﯾﺟب أن ﺗﻛون اﻟﻣﻌﻠوﻣﺎت اﻟﻣﺟﻣﻌﺔ ﺟزًءا ﻣن اﻟﺳﺟل اﻟطﺑﻲ اﻟداﺋم ﻟﻠﻣرﯾض‬ } } } } DOCUMENTING PATIENT TEACHING What to document } } } } The patient’s learning needs. The patient’s preferred learning style and readiness to learn. The patient’s current knowledge about his or her condition and health care management. Learning objectives and goals as determined by both you and the patient. ‫ﻣﺎ ﯾﺟب ﺗوﺛﯾﻘﮫ‬ .‫اﺣﺗﯾﺎﺟﺎت اﻟﺗﻌﻠم ﻟﻠﻣرﯾض‬ .‫أﺳﻠوب اﻟﺗﻌﻠم اﻟﻣﻔﺿل ﻟدى اﻟﻣرﯾض واﻻﺳﺗﻌداد ﻟﻠﺗﻌﻠم‬ .‫ﻣﻌرﻓﺔ اﻟﻣرﯾض اﻟﺣﺎﻟﯾﺔ ﺑﺣﺎﻟﺗﮫ أو ﺣﺎﻟﺗﮭﺎ وإدارة اﻟرﻋﺎﯾﺔ اﻟﺻﺣﯾﺔ‬ .‫أھداف وﻏﺎﯾﺎت اﻟﺗﻌﻠم ﻋﻠﻰ اﻟﻧﺣو اﻟذي ﺗﺣدده أﻧت واﻟﻣرﯾض‬ } } } } } DOCUMENTING PATIENT TEACHING What to document } } } } Information and skills you have taught. Teaching methods you have used, such as demonstration, brochures, and videos. Objective reports of patient and family responses to teaching. Evaluation of what the patient has learned and how learning was observed to occur. ‫ﻣﺎ ﯾﺟب ﺗوﺛﯾﻘﮫ‬ .‫اﻟﻣﻌﻠوﻣﺎت واﻟﻣﮭﺎرات اﻟﺗﻲ ﻗﻣت ﺑﺗدرﯾﺳﮭﺎ‬ .‫ ﻣﺛل اﻟﻌرض اﻟﺗوﺿﯾﺣﻲ واﻟﻛﺗﯾﺑﺎت وﻣﻘﺎطﻊ اﻟﻔﯾدﯾو‬، ‫طرق اﻟﺗدرﯾس اﻟﺗﻲ اﺳﺗﺧدﻣﺗﮭﺎ‬ .‫ﺗﻘﺎرﯾر ﻣوﺿوﻋﯾﺔ ﻋن اﺳﺗﺟﺎﺑﺎت اﻟﻣرﯾض واﻷﺳرة ﻟﻠﺗدرﯾس‬ .‫ﺗﻘﯾﯾم ﻣﺎ ﺗﻌﻠﻣﮫ اﻟﻣرﯾض وﻛﯾف ﻟوﺣظ ﺣدوث اﻟﺗﻌﻠم‬ } } } } } DOCUMENTING PATIENT TEACHING How to document } Record the patient’s name on every page of your documentation. } Include the time and date on all entries. } Sign each entry. } Write legibly in black or blue ink, for legal and reproduction purposes. } Be accurate and truthful when discussing facts and events. ‫ﻛﯾﻔﯾﺔ اﻟﺗوﺛﯾق‬ .‫ﺳﺟل اﺳم اﻟﻣرﯾض ﻓﻲ ﻛل ﺻﻔﺣﺔ ﻣن وﺛﺎﺋﻘك‬ .‫ﻗم ﺑﺗﺿﻣﯾن اﻟوﻗت واﻟﺗﺎرﯾﺦ ﻓﻲ ﺟﻣﯾﻊ اﻹدﺧﺎﻻت‬ .‫وﻗّﻊ ﻋﻠﻰ ﻛل إدﺧﺎل‬ .‫اﻟﻛﺗﺎﺑﺔ ﺑﺷﻛل ﻣﻘروء ﺑﺎﻟﺣﺑر اﻷﺳود أو اﻷزرق ﻟﻸﻏراض اﻟﻘﺎﻧوﻧﯾﺔ واﻻﺳﺗﻧﺳﺎخ‬ .‫ﻛن دﻗﯾﻘًﺎ وﺻﺎدﻗًﺎ ﻋﻧد ﻣﻧﺎﻗﺷﺔ اﻟﺣﻘﺎﺋق واﻷﺣداث‬ } } } } } } DOCUMENTING PATIENT TEACHING How to document } Be objective-don’t show personal bias or let others influence what you write. } Be specific. } Be concise-record information briefly, without compromising accuracy. } Be comprehensive-include all pertinent information. } Record events in chronological order. ‫ﻛﯾﻔﯾﺔ اﻟﺗوﺛﯾق‬ .‫ ﻻ ﺗ ُظﮭر ﺗﺣﯾًزا ﺷﺧﺻﯾًﺎ أو ﺗﺳﻣﺢ ﻟﻶﺧرﯾن ﺑﺎﻟﺗﺄﺛﯾر ﻋﻠﻰ ﻣﺎ ﺗﻛﺗﺑﮫ‬- ‫ﻛن ﻣوﺿوﻋﯾًﺎ‬ .‫ﻛن دﻗﯾﻘﺎ‬ .‫ دون اﻟﻣﺳﺎس ﺑﺎﻟدﻗﺔ‬، ‫ﻛن ﻣوﺟًزا وﺳ ِ ّﺟل اﻟﻣﻌﻠوﻣﺎت ﻟﻔﺗرة وﺟﯾزة‬ .‫ ﻗم ﺑﺗﺿﻣﯾن ﺟﻣﯾﻊ اﻟﻣﻌﻠوﻣﺎت ذات اﻟﺻﻠﺔ‬- ً‫ﻛن ﺷﺎﻣﻼ‬ .‫ﺳﺟل اﻷﺣداث ﺑﺗرﺗﯾب زﻣﻧﻲ‬ REFERENCES } } } } Boyd, M.D. (1998). “Strategies for effective health teaching.” In: Boyd, M., et al. Health Teaching in Nursing Practice, 3rd ed. Stanford, Conn.: Appleton & Lange, 201228. x Euromed Info (Jan 2016). Patient Teaching into Practice: The Process of Patient Education. http://www.euromedinfo.eu/gesundheit/ Lorig, K. (1996). Patient Education: A Practical Approach. Thousands Oaks, Calif.: Sage Publications, xiii-xiv. Rankin, S.H., & Stallings, K.D. (1996). Patient Education: Issues, Principles, Practices, 3rd ed. Philadelphia: Lippincott-Raven, 233-236. } } } } } }