PATIENT EDUCATION PROGRAM

LOSINADA, JOHN CARLOUniversity of the Philippines Manila

College of Nursing

PATIENT EDUCATION PROGRAM

“Make what you teach relevant.”- Ann Haggard

OBJECTIVES1.Define Patient Education Program2.Differentiate Patient Education and Patient

Teaching3.Identify some of the problems in Patient

Education Program

PATIENT EDUCATION PROGRAM

4. Identify the roles of staff nurses in Patient Education Program

5. Differentiate the job description of Patient Education Coordinator and the Bedside Nurse

6. Identify steps in developing a patient education program

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7. Identify the relevance of Patient Education Programs in Nursing Administration

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OUTLINE:I. Definition of Patient Education ProgramII.Patient Education and Patient TeachingIII.Some Problems in Patient EducationIV.The Staff Nurse and the Patient Education

CoordinatorV.Steps in Developing a Patient Education Program

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I. Definition of Patient Education Program

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Patient Education – (Bartlett) is a planned learning experience using a combination of methods such as teaching, counselling, and behaviour modification techniques that influence patients’ knowledge and health behaviour.

PATIENT EDUCATION PROGRAM

Program – (Merriam-Webster) is a plan or system under which action may be taken toward a goal

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Patient Education Program – (Planned Educational Activities by Kate Lorig) is a system of planned learning experience intended to influence patients’ knowledge and health behaviour

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II. Patient Education and Patient Teaching

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Patient Teaching – (Rankin) is the actual impartation of knowledge and is only a part of patient education

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• Patient Education’s Purpose: (Kate Lorig) - To maintain or improve health, or in some

cases, to slow deterioration• Patient Teaching’s Purpose: - To improve knowledge

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III. Some Problems in Patient Education

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1. Patient’s Noncompliance

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2. Fiscal Health Implications

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Cost savings - result when hospital stays are shortened or the utilization of services decreases.

Cost recovery - occurs when someone, third-party payer or the patient, pays a fee for services.

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3. Who should perform the education required for patients to function

effectively at home?

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4. Coordination and Collaboration with Physicians

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(Boyd) 3 Primary factors that causes this conflict:

• Physicians’ beliefs about the physician-patient relationship;

• Nurses’ beliefs about independent nursing functions;

• Poor inter-professional communication

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(Kriewall and Trier) 3 strategies for facilitating Physician cooperation and support:

• Easy access to patient education• Physician endorsement• High program visibility

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IV. The Staff Nurse and The Patient Education Coordinator

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Functions of Patient Education Coordinator:• One person is responsible for all the education

of patients (When all are responsible, no one is).

• The coordinator can keep up with new developments in the field.

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• The coordinator can provide workshops and in-services for the staff.

• New materials and audiovisual software can be screened, purchased, and developed by the coordinator.

• Required documentation and records can be centralized.

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• Individual patients and the program can be evaluated in a centralized, organized way.

• The coordinator can be hired with specialized skills in education.

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Disadvantages of Patient Education Coordinator Position:

• Staff nurses may decide that they have no responsibility for teaching patients.

• Teaching may not be done when the coordinator is ill or on vacation.

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• A hiring mistake could have serious impact on the quality of patient education in the institution.

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Roles and Responsibilities of the Patient Education Coordinator and the Staff Nurse

for Patient Teaching

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Patient Education Coordinator

Staff Nurse

Visit patient in response to staff request

Identify problems requiring education

Assess learning needs and barriers

Consult with educator on teaching plan

Devise and record teaching plan

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Patient Education Coordinator

Staff Nurse

Communicate plan to all concerned

Initiate teaching activities and provide learning materials

Assess patient learning, correct misunderstandings,

reinforce learning

Document teaching done and patient reactions to teaching

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Patient Education Coordinator

Staff Nurse

Communicate progress

Encourage patient to demonstrate skills

Encourage patient to carry out self-care activities in daily

care

Evaluate patient education activities and results

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V. Steps in Developing a Patient Education Program

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(From Nemchik R: Developing an Education Program. In Guthrie DW, Guthrie RA, editors: Nursing Management of

Diabetes Mellitus, St. Louis, 1977, Mosby-Year Book.)

1.Assess Program Need.2.Obtain administrative and professional

support.

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3. Determine potential clients, sources of referral, and subsequent follow-up.

4. Plan program content with an interdisciplinary team (committee).

5. Determine program goals, objectives, and evaluative procedures.

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6. Select learning strategies.7. Determine and use available resources.8. Recruit, motivate, train, and retrain teaching

personnel.9. Implement the program.

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10. Document teaching.11. Do follow-up.12. Evaluate teaching and program.13. Revise program.

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PROGRAM PLANNING (Kate Lorig)1. Set Priorities• Listing Behaviours• Determine the effect of each behaviour• Determine which behaviours are relatively

easy to change

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2. Refine Your Content 3. Set Objectives

a. Process Objectives b. Outcome Objectives

4. Process5. Put It All Together

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• Write your objectives and be sure that what you are teaching is designed to meet these objectives

• Look at your resources – time, personal, money, space

• Make sure that you vary your activities

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• No matter what intervention you choose, do not waste the first few minutes

• If at all possible, build on activities over several weeks

• Try to use the same instructor or facilitator for every session

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• Consider using a Sesame Street approach• Use ritual• Frame your teaching around patient needs

and beliefs• Do not try to change patient beliefs or

practices unless they are causing harm.

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• Be consistent with your messages.• Remember that patients always have choices.• Do not try to crowd everything into whatever

time you have• Give attention for taking positive action

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6. Document What You Teach

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Some Examples of Patient Education Programs

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12 STEPS OF ALCOHOLIC ANONYMOUS (AA)

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1. We admitted we were powerless over alcohol - that our lives had become unmanageable.

2. Came to believe that a Power greater than ourselves could restore us to sanity.

3. Made a decision to turn our will and our lives over to the care of God as we understood Him.

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4. Made a searching and fearless moral inventory of ourselves.

5. Admitted to God, to ourselves and to another human being the exact nature of our wrongs.

6. Were entirely ready to have God remove all these defects of character.

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7. Humbly asked Him to remove our shortcomings.

8. Made a list of all persons we had harmed, and became willing to make amends to them all.

9. Made direct amends to such people wherever possible, except when to do so would injure them or others.

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10. Continued to take personal inventory and when we were wrong promptly admitted it.

11. Sought through prayer and meditation to improve our conscious contact with God as we understood Him, praying only for knowledge of His will for us and the power to carry that out.

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12. Having had a spiritual awakening as the result of these steps, we tried to carry this message to alcoholics and to practice these principles in all our affairs.

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“It always seems impossible until it’s done.”

- Nelson Mandela

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References

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Haggard, Ann. Handbook of Patient Education. Rockville, Maryland: Aspen Publishers, Inc. 1989

Lorig, Kate. Patient Education: A Practical Approach (Second Edition). Thousand Oaks, California: SAGE Publications, Inc. 1996

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Rankin, S. H., & Stallings, K. D. Patient Education: Issues, Principles, and Practices (Second Edition). Philadelphia, Pennsylvania: J. B. Lippincott Company. 1990

Redman, Barbara. The Process of Patient Education (Seventh Edition). St. Louis, Missouri: Mosby-Yearbook, Inc. 1993

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THANK YOU FOR LISTENING!

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