Transcript EDUCATING FAMILIES WITH CHRONIC DISEASE

EDUCATING FAMILIES WITH
CHRONIC DISEASE
Joanne Douthit RN MN CNS CPN
College of Nursing
University of Arizona
Pediatric Pulmonary Center
Objectives
• Recognize role of chronic disease in health
care
• Discuss role of interdisciplinary care
• Identify components of educational process
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Developmental issues
Teaching methods
Learning styles
Barriers to learning
Chronic Disease
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Dominant health problem
Principal cause of disability
Consumes 78% of health expenditures
Significant transformation of role of patient
Acute vs Chronic Disease
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Episodic
Passive role of patient
Usually cure
Returns to normal
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Continuous
Patient is experienced
Rare cure
Behavioral changes to
prevent worsening of
disease
Chronic Disease
• Multiple facets of disease
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Social concerns
Financial fears
Lower self esteem
Depression
Management
• Best provided by coordinated team of health
care professionals
• Interdisciplinary care
• Individual discipline members provide
service
Management
• Patient involvement with multiple
professionals/physicians
• Continuity/integration of care critical
• Specialists must understand overall plan
Role of Patient in Chronic
Disease
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Must adapt to ongoing therapy
Involves change in behaviors
Adjust to consequences of disease
Patient becomes a principal caretaker
Role of Health Care
Professionals
• Provide Education!
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About disease
Treatment
Prognosis
Interpret symptoms
Understand
medications
– Manage symptoms
– Cope with emotions
– Communication skills
Role of Health Care
Professionals
• Skills
– Medication delivery
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Spacer devices
Nebulizer use
Peak flow meters
Asthma action plan
Developmental Stages
• Toddler (1 to 3 years)
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Curious
Eager to learn new skills
Understands simple connection between ideas
Likes to mimic others
Developmental Stage
• Elementary School Age (6 to 12 years)
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More complex thought processes
Developing confidence
Has a need to achieve and succeed
Friends and school are important
Developmental Stages
• Adolescents (13 to 18 years)
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Peer influences
Separation from family
Development of personal identity
Rapid physical and sexual changes
Denial and immortality
Teaching Methods
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Games
Videos/CD/interactive computer
Role playing
Visual demonstration
Return demonstration
Written materials
Learning Styles
• Visual
– Must see skill demonstrated
– Supplement with written material
Auditory
Hear explanation of skill
Kinesthetic
Hands on experience
Family Education is NOT
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Didactic
Lists of “should do”
Lecturing
Waiting for request for help
Teaching Should Involve:
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Respect for patient
Understanding of patient’s beliefs
Co-mangement – agree on goals
Demonstration/return demonstration of
skills
Teaching Should Involve (cont’d)
• Keep it simple
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Educate in increments
Involve all aspects of learning styles
Visual, Auditory, Kinesthetic
Repitition Repitition Repitition!!!
Reinforce
Barriers to Learning
• Lack of knowledge or skills
– Educational level
• Lack of understanding
– Long term consequences of uncontrolled disease
• Poor communication between professionals and
family
• Lack of support
friends,family,community, professionals
Barriers to Learning (cont’d)
• Differences in Health Beliefs
– Cultural
– Religious
• Cost
Summary
Paradigm shift of responsibility towards the
patient as primary caretaker
Understanding of developmental levels and
learning styles necessary to develop
educational methods
Identification of barriers to learning critical to
success
THANK YOU!!