Transcript The Profession of Medical Assisting

CHAPTER
14
Patient Education
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-2
Learning Outcomes (cont.)
14.1 Identify the benefits of patient education and
the medical assistant’s role in providing
education.
14.2 Describe factors that affect learning and
teaching.
14.3 Implement teaching techniques.
14.4 Choose reliable patient education materials
used in the medical office.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-3
Learning Outcomes (cont.)
14.5 Explain how patient education can be used
to promote good health habits.
14.6 Describe the types of information that should
be included in the patient information packet.
14.7 Describe the benefits and special
considerations of patient education prior to
surgery.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-4
Introduction
• Health education = lifelong pursuit
• Encourage and teach healthy habits and
behaviors
• Medical assistants
– Recognize and overcome roadblocks to
education
– Become comfortable with teaching
– Lead others to their highest level of health
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-5
The Educated Patient
Is better informed about how to
maintain a healthy state
Is often more compliant with treatment
programs
Takes a more active role in medical care
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-6
The Educated Patient (cont.)
• Benefits to the medical office
– Satisfaction
– Follows instructions
– Less likely to call with questions, so staff spends less
time on the telephone
• Medical assistant participation in patient
education
– Place of employment and scope of practice
– Awareness of patient understanding and needs
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-7
Apply Your Knowledge
What are the results of patient education?
ANSWER: Patients can take a more active role in
their health care. They are more compliant with the
treatment program, stay healthier, and are more
satisfied clients of the medical practice.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-8
Learning and Teaching
• Learning
• Domains of learning
Knowledge
Cognitive
Behaviors
Affective
Skills
Psychomotor
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-9
Apply Your Knowledge
ANSWER:
Match the following:
P Sylvia is taking her medications
Cognitive
correctly
Affective
C Sylvia understands the effect of her
Psychomotor
P
A
C
A
diabetic diet.
Sylvia started exercising to help her
keep her diabetes under control.
Sylvia has a positive attitude about
her ability to control her diabetes.
Sylvia is able to recall information
about diabetes.
Sylvia is motivated to learn.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-10
Teaching Techniques
• Types of teaching
Factual – Knowledge
(cognitive domain)
Sensory – Behaviors
(affective domain)
Participatory – Skills
(psychomotor domain)
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-11
Teaching Techniques (cont.)
• Factual Teaching
– Provides details
– Supported by written
materials
• Sensory Teaching
– Physical sensations they may feel
– All five senses may be involved
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-12
Teaching Techniques (cont.)
• Participatory teaching
– Describe a technique
– Modeling
• Demonstrate the
technique
• Patient then performs a
return demonstration
• Verify understanding
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-13
Cultural and Educational Barriers
• When providing new materials consider
– Cultural background
– Age
– Medical condition and emotional state
– Learning style, educational background
– Disabilities
– Religious background
– Readiness to learn
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-14
Apply Your Knowledge
True or False?
ANSWER:
F Return demonstrations are part of factual teaching.
participatory teaching.
T Sensory teaching tells the patient what he will feel
during a procedure.
T Factual teaching provides the patient the what, when,
and why.
T Modeling is teaching a new skill through observation
and imitation.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-15
Patient Education Materials
• Brochures, Booklets, and Fact Sheets
– Explain procedures
– Provide information about specific diseases
and medical conditions
– Provide information to help patients stay
healthy
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-16
Printed Materials (cont.)
Educational Newsletters
• Practical health care tips
• Updates on office policies
• Information about new diagnostic
tests and equipment
• News about office staff
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-17
Printed Materials (cont.)
Community-Assistance
Directory
A valuable aid for referring patients to
appropriate agencies
Meals
on
Wheels
Medical
Services
Day
Care
Centers
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-18
Visual Materials
DVDs and videotapes – effective for
educating about complex subjects and
procedures
Many physicians arrange seminars
and classes for their patients.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-19
Visual Materials (cont.)
Libraries and patient
resource rooms have a
variety of educational
materials.
Health organizations and
associations also provide
health information.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-20
Visual Materials (cont.)
• Online health
information
– Check credibility of
website
– Develop a list for the
patient
• Education plan
–
–
–
–
–
Education needs
Outline
Resources
Teach
Evaluate
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-21
Apply Your Knowledge
List resources that are available to provide patient
education materials.
ANSWER: Community resources for patient education
include libraries and patient resource rooms, online
resources, community resources such as home health, and
health-related associations such as the AHA.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-22
Promoting Health and Wellness Through
Education
• Consumer Education – increased
awareness of good health practices
• Ways to achieve good health
– Develop healthy habits
– Protect self from injury
– Take preventive measures
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-23
Healthy Habits
Adequate Rest
Good Nutrition
Regular Exercise
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-24
Healthy Habits (cont.)
Limit Alcohol
Intake
No Smoking
Work
Leisure
Balance
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-25
Protection from Injury
• Safety measures
• Proper use of medications
– Do not change dosage
– Do not mix medications
– Report unusual reactions
– Tell doctor about any OTC medications
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-26
Preventive Measures
Three levels of
preventive health care
2. Screening
1. Healthpromoting
behaviors
3. Rehabilitation
Maintain function
Diagnostic testing
Adopting healthy habits
Patient education
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-27
Apply Your Knowledge
Categorize each of the following behaviors as a
first, second, or third level of prevention.
ANSWER:
Tuberculin skin test
Daily exercise
Adopting healthy eating habits
Annual mammograms
Stroke rehab program
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-28
The Patient Information Packet
• Benefits for patients
– Improves relationships between the office and
patients
– Provides important information about office
policies and staff roles
• Office hours
• Scheduling appointments
• Payment policies
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-29
The Patient Information Packet (cont.)
• Benefits for office staff
– Marketing tool
– Aid to running office smoothly
– Saves time answering questions
– Use to acquaint new staff members with office
policies
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-30
Contents of the Information Packet (cont.)
• Introduction to the office
• Physician’s qualifications
• Description of the practice
• Introduction to the office staff
Materials should be written at a
sixth-grade reading
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-31
Contents of the Information Packet (cont.)
• Office hours
• Appointment scheduling
• Telephone policy
• Payment policies
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-32
Contents of the Information Packet (cont.)
• Insurance policies
• Patient confidentiality statement
• Other information
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-33
Distribution of Patient Information Packet
• Give the packet to new patients
• Mail the packet to patients
• Refer patient to office website
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-34
Apply Your Knowledge
Following their office visit, several patients inquire
about the credentials of the practitioner seeing
them during the visit. How can this information be
made available to the patients?
ANSWER: Add this information to the patient
information packet and also placed on the
office website.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-35
Patient Education Prior to Surgery
• Vital to successful outcomes
• Medical assistant
– Support and explanations
– Verify patient understands information given
– Document
• Informed consent
– Signed
– Placed in medical record
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-36
Preoperative Education
 Increases satisfaction
 Reduces anxiety and fear
 Reduces use of pain
medication
 Reduces complications
following surgery
 Reduces recovery time
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-37
Helping Relieve Anxiety
• Repeat and reinforce
• Stress the positive
• Involve family members
• Provide contact information
• Be reassuring
• Verify understanding
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-38
Right
Answer!
Apply Your Knowledge
What are the benefits of preoperative education for
the patient?
ANSWER: Preoperative education is important to the
success of the procedure. It helps reduce anxiety and
fear, use of pain medication, postoperative complications,
and recovery time.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-39
In Summary
14.1 Patients benefit from patient education
because it can help them regain their health
and independence more quickly.
The medical office also benefits because
patients will be less likely to call the office
with questions.
Educated patients take a more active role in
their medical care.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-40
In Summary (cont.)
14.2 Learning occurs in three domains:
knowledge,behaviors, and skills.
The patient must be able to recall the
information, have the right attitude and be
motivated to learn, and then implement the
skills needed to demonstrate that the
knowledge is retained.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-41
In Summary (cont.)
14.3 Teaching methods and formats are adjusted
for the best possible result depending on
patient need and level of understanding.
The best possible education plan comes
from knowing your patient and his needs
and abilities, as well as the goal of the
instruction.
Always assess your instruction at its
completion and revise the plan as needed.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-42
In Summary (cont.)
14.4 There are a variety of types of patient
education materials in medical offices.
Using already-completed print or electronic
patient instruction sheets, ensuring that
Internet sources are credible, and obtaining
assistance from other healthcare team
members are all methods of ensuring
reliability of educational materials.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-43
In Summary (cont.)
14.5 Patient education promotes good health by
teaching patients the importance of
developing healthy habits such as eating
properly and exercising regularly.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-44
In Summary (cont.)
14.6 The contents of the patient’s information
packet should include an introduction to the
medical office, the physician’s qualifications,
a description of the practice, an introduction
to the staff, office hours, appointment
scheduling, telephone policies, payment and
insurance policies, a confidentiality
statement, and other pertinent information.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-45
In Summary (cont.)
14.7 Educating patients prior to surgery is vital to
a successful outcome and involves
instructing them on proper procedures
before surgery and also having the patient
sign a surgical consent.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
14-46
End of Chapter 14
Apprehension, uncertainty, waiting, expectation,
fear of surprise, do a patient more harm than any
exertion.
~ Florence Nightingale
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.