Educating Patients: Creating Teaching Moments in Practice
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strategies is useful for patients who have more than one learning style. To learn best, patients who are visu- al learners need to see information, so graphics and written information can be especially helpful. Images, diagrams, pic- tures, shapes, forms, and even color can assist with learning. Visual aids should clearly communicate the message and present the information in a way the pa- tient can easily interpret. Use of clear la- bels, captions, and headings with visual aids are recommended. Written informa- tion should be clear, it should be in plain language, and it should enhance but not replace patient teaching. If there is verbal information, the visual learner can write it down for better results. Demonstration is also helpful for the visual learner, as they can see someone else perform the required actions (Holt, 2022; Maryniak, 2019). Patients who relate to the auditory learning style need to hear and talk about information. The healthcare profession- al needs to focus on clear speech, pace, and tone, as well as use of plain language. These learners may need time to process, so time may be needed after presenting information. Auditory learners should ask questions as well as work it out aloud and answer their own questions. Discussions are helpful for this learning style and in- cluding others may be a good strate- gy (e.g., including family or teaching in a group setting; Holt, 2022; Maryniak, 2019). Patients who have a tactile learning style need to feel and do for best results. Hands-on experiences, such as demon- strations and then return demonstrations, can be effective. Use of real-life examples is useful so that the learner can apply the
information. Tactile learners have a need to practice (Holt, 2022; Maryniak, 2019). Visual aids and written information As previously discussed, the use of vi- sual aids and written information can enhance patient teaching. There are key factors to consider when developing and using these materials. Visual aids are recommended when they can make content more easily un- derstood. These aids should reinforce the content being discussed but not dis- tract from it. Visual aids need clear titles and captions and should use images that are obvious and organized. If tables are used in a visual aid, they should be short, with clear headings for rows and columns (AHRQ, 2020c). Written information such as handouts can also reinforce patient teaching. These materials should not just be given to pa- tients without reviewing with them. On their own, many patients do not read or completely read written information that is handed to them. Materials must in - clude plain language and be in the lan- guage that the patient uses for learning. The healthcare professional indicates the most important points by highlight- ing, circling, or underlining. The material should be regularly evaluated to ensure the content is current. In addition, patient feedback is essential (AHRQ, 2020b). Patient and family educational strategies Most of the time, healthcare profes - sionals perform patient education on an individual basis, or with the patient and family together. Teaching can be formal- ized and planned or can be spontaneous during a teaching or teachable moment (see Chapter 4 for further discussion of this point). Healthcare professionals
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