Transcript Patient Education - McGraw

14-1
Patient Education
PowerPoint® presentation to accompany:
Medical Assisting
Third Edition
Booth, Whicker, Wyman, Pugh, Thompson
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-2
Learning Outcomes
14.1 Identify the benefits of patient education.
14.2 Explain the role of the medical assistant in patient
education.
14.3 Discuss factors that affect teaching and learning.
14.4 Describe patient education materials used in the
medical office.
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-3
Learning Outcomes (cont.)
14.5 Explain how patient education can be used to
promote good health habits.
14.6 Identify the types of information that should be
included in the patient information packet.
14.7 Discuss techniques for educating patients with
special needs.
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-4
Learning Outcomes (cont.)
14.8
Explain the benefits of patient education prior to
surgery, and identify types of preoperative
teaching.
14.9 List educational resources that are available
outside the medical office.
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-5
Introduction

Health education = lifelong pursuit

Medical professionals


Encourage and teach health habits and behaviors
Medical assistants



Recognize and overcome roadblocks to education
Become comfortable with teaching
Lead others to their highest level of health
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-6
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
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14-7
The Educated Patient (cont.)

Benefits to the medical office




Patients are more satisfied
Patients are more likely to follow instructions so tests do
not have to be rescheduled
Patients are less likely to call the office with questions, so
staff spends less time on the telephone
Medical assistant


More interaction with the patient
Assess educational needs at every visit
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-8
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.
EXCELLENT!
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-9
Types of Patient Education:
Printed Materials
Brochures, Booklets, and Fact Sheets
 Explain procedures that are performed in
the medical office
 Provide information about specific diseases
and medical conditions
 Provide information to help patients stay
healthy
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14-10
Types of Patient Education:
Printed Materials
Educational Newsletters
Medical office newsletters :
 Are written by the doctor or office staff
 Contain practical health care tips
 Offer updates on office policies
 Provides information about new diagnostic
tests and equipment
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-11
Types of Patient Education:
Printed Materials
Community Assistance Directory
A valuable aid for referring patients to
appropriate agencies
Meals
on
Wheels
Medical
Services
Day
Care
Centers
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-12
Types of Patient Education:
Visual Materials
Videotapes and DVDs are used effectively to
educate about complex subjects and procedures
Many physicians arrange classes
and seminars for their patients
Health information
web sites for general
consumer health
information
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-13
Apply Your Knowledge
RIGHT!
A medical assistant employed in a cardiology office is asked by
the physicians to create some form of publication to educate
patients about healthy heart habits. Which of the following
mediums do you feel will be most effective and why?
Answer:
A. Create a fact sheet with text explaining common heart
diseases. Lack of pictures so this medium may not appeal to patients.
B. Check out several books on healthy habits that affect the heart
from the local library. Books cannot be removed from the office.
C. Create a brochure with pictures and text to focus on dietary
habits and other habits that affect heart functioning.
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-14
Promoting Good Health
Through Education

Health is a complex concept involving physical,
mental, emotional, and social influences working
together.

Consumer Education has helped Americans become
more aware of good health practices.

Ways to achieve good health



Develop good health habits
Protect self from injury
Take preventive measures to protect against disease and
illness
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-15
Promoting Good Health Through
Education: Healthful Habits
Adequate Rest
Good Nutrition
Regular Exercise
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14-16
Promoting Good Health Through
Education: Healthful Habits
Limit Alcohol
Intake
No Smoking
Work
Leisure
Balance
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14-17
Promoting Good Health Through
Education: Protection from Injury

Safety tips to prevent
injuries



At home
At work
At play

Proper use of
medications




Do not change dosage
Do not mix medications
Report unusual
reactions
Tell doctor about any
OTC medications
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-18
Promoting Good Health Through
Education: Preventive Measures
Third Level
Three Levels of
Prevention
Rehabilitation
Secondary Level
Screening
Primary Level
Health-promoting
behaviors
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-19
Apply Your Knowledge
Categorize each of the following behaviors as a first,
second, or third level of prevention.
ANSWER:
Tuberculin skin test
Monthly self-breast exam
Adopting healthy eating habits
Annual mammograms
Bladder retraining programs
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-20
The Patient Information Packet

Benefits of the Information Packet

Improves relationships between the office and the patients

Simple, inexpensive, and effective medium

Provides important information about the office policies
and staff roles

Excellent marketing tool
All materials should be written at a sixth-grade level
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-21
The Patient Information
Packet (cont.)
Contents
•
•
•
•
•
•
Introduction to the office
Physician’s qualifications
Description of the practice
Introduction to the office staff
Office hours
Appointment scheduling
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-22
The Patient Information
Packet (cont.)
Contents
• Telephone policy
• Payment policies
• Insurance policies
• Patient confidentiality
statement
• Other information
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-23
The Patient Information Packet:
Distribution

Patients must receive and read the information packet
in order for the materials to be effective

Hand the packet to new patients and review the contents
with them

Mail the packet to patients prior to the initial visit if time
permits

Keep additional copies available in the office where
patients can access them easily

For patients with special concerns, pictures and charts
may be needed to communicate the information
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-24
The Patient Information Packet:
Special Concerns

Patients who cannot read well or cannot speak or
understand English




Use pictures and charts
Translations
Family or friends may be
able to read it to them
Match learning materials to patient needs and level
of understanding
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-25
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: Using a digital camera or other device, take
photos of office personnel and place the photos with their
credentials in the office content packet.
IMPRESSIVE!
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-26
Educating Patients with Special Needs

Elderly patients

Show respect

Put information in
writing

Adjust procedures as
needed when limitations
are present
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-27
Educating Patients with Special Needs
(cont.)

Patients with mental impairments



Use tact and empathy
Speak at the patient’s level of understanding
Common conditions





Dementia
Alzheimer’s disease
Emotional problems
Drug addiction
Mental retardation
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-28
Educating Patients with Special Needs
(cont.)

Patients with hearing impairments


Patients with visual impairments



The ability to hear is not a measure of intelligence
Use normal tone of voice
Verify that all verbal instructions have been heard correctly
Multicultural issues

Patients from diverse cultures may have different beliefs
about the causes and treatments of their illness.
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-29
Apply Your Knowledge
The medical assistant needs to instruct Mrs. Lorenzo,
who is hearing impaired, about obtaining a urine
specimen. What should the MA remember concerning
patients with hearing impairments?
ANSWER: When instructing Mrs. Lorenzo, the medical
assistant should talk in a quiet room and face Mrs. Lorenzo
so she can see the MA’s mouth. The MA should speak a little
louder and clearly but not shout at her. The MA should have
Mrs. Lorenzo repeat the instructions to verify understanding.
GOOD ANSWER!
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14-30
Patient Education Prior to Surgery
Educational
Legal
Preoperative
Instructions
Informed Consent
Postoperative Instructions
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14-31
Patient Education Prior to Surgery (cont.)
Benefits of Preoperative Education
 Increases patients’ overall satisfaction
 Reduces patient anxiety and fear
 Reduces use of pain medication
 Reduces complications following surgery
 Reduces recovery time
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-32
Patient Education Prior to Surgery (cont.)
Factual
Sensory
Participatory
Includes explanations and demonstrations of certain
Provides
the patient
with descriptions
ofthe
various
Informs
patient
of specific
details about
procedure
techniques required after surgery. Patients are allowed to
sensations
they
may feelbefore
during
thetechnique
procedure
and
needed
restrictions
after surgery
provide
a return
demonstration
ofand/or
the
to validate
understanding and technique accuracy
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-33
Patient Education Prior to Surgery (cont.)

Using anatomical models


A visual representation helps
patients better understand what
will take place
Helping patients relieve
anxiety



Allow extra time for patients to
grasp information
Use positive words when possible
Have family members present
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-34
Patient Education Prior to Surgery (cont.)

Verifying patient
understanding

Have patients explain to you
in their own words their
understanding of what has
been taught

Use return demonstrations to
validate understanding of
procedural instructions
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-35
Right
Answer!
Apply Your Knowledge
Describe the types of patient education.
ANSWER: The three types of patient education are:
Factual–Informs patients of specific details about a procedure
and needed restrictions before and/or after surgery.
Sensory–Provides patients with descriptions of various
sensations that may be felt during the procedure.
Participatory–Includes explanations and demonstrations of
certain techniques required after surgery and requires that
patients perform a return demonstration of the technique to
validate understanding and technique accuracy.
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-36
Additional Educational Resources

Libraries


Public libraries
Hospital patient
resource rooms

Computer resources


Online services
CD-ROMs
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-37
Additional Educational Resources (cont.)

Community resources




Nursing home care
Visiting nurses’ care
Counseling
Rehabilitation

Associations



American Cancer
Society
American Diabetes
Association
American Heart
Association
Note: These outside resources may be used by office personnel or
patients to obtain educational information.
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-38
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, computer resources,
community resources such as home health, and health-related
associations such as the AHA.
Correct!
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-39
In Summary

Patient education is key
to patient care

Reasons for patient
education



Knowledgeable patient


Active in own medical
care
Aware of benefits of
activities to promote
and protect health


Understand condition
Prepare for procedures
Policies of office
Use resources available
© 2009 The McGraw-Hill Companies, Inc. All rights reserved
14-40
Apprehension, uncertainty,
waiting, expectation, fear of
surprise, do a patient more
harm than any exertion.
~ Florence Nightingale
© 2009 The McGraw-Hill Companies, Inc. All rights reserved