105 Educating Patients: Creating Teaching Moments in Practice
Resources ● AHRQ health literacy measurement tools: https://www.ahrq.gov/ health-literacy/research/tools/index. html#short ● Barsch Learning Styles Inventory : https://www.honolulu. hawaii.edu/facdev/wp-content/ uploads/2018/05/1-5_Barsh-Learning- Styles.pdf ● Kolb Learning Styles Inventory: https://aim.stanford.edu/wp-content/ uploads/2013/05/Kolb-Learning-Style- Inventory.pdf ● National Library of Medicine health information in multiple languages: https://medlineplus.gov/languages/ languages.html ● VARK Learning Styles Questionnaire: https://vark-learn. com/wp-content/uploads/2014/08/ The-VARK-Questionnaire.pdf References • Agency for Healthcare Research and Quality (AHRQ). (2019). Health literacy measurement tools. https://www.ahrq.gov/health-literacy/ research/tools/index.html#short • Agency for Healthcare Research and Quality (AHRQ). (2020a). Health literacy: Hidden barriers and practical strategies. https:// www.ahrq.gov/health-literacy/improve/precautions/1stedition/tool3. html • Agency for Healthcare Research and Quality (AHRQ). (2020b). Health literacy universal precautions toolkit (2nd ed.). https://www. ahrq.gov/health-literacy/improve/precautions/toolkit.html • Agency for Healthcare Research and Quality (AHRQ). (2020c). The Patient Education Materials Assessment Tool (PEMAT) and user’s guide. https://www.ahrq.gov/health-literacy/patient-education/
pemat.html • Centers for Disease Control and Prevention (CDC). (2022a). Plain language materials & resources. https://www.cdc.gov/ healthliteracy/developmaterials/plainlanguage.html • Centers for Disease Control and Prevention (CDC). (2022b). Visual communication resources. https://www.cdc.gov/healthliteracy/ developmaterials/visual-communication.html • Hallett, N., & Dickens, G.L. (2017). De-escalation of aggressive behaviour in healthcare settings: Concept analysis. International Journal of Nursing Studies, 75 , 10-20. • Holt, C. (2022). Assessment of health literacy and preferred learning style of patients in a rural North Dakota primary care clinic (DNP disquisition). North Dakota State University. • Institute for Patient- and Family-Centered Care. (n.d.). Patient- and family-centered care. https://www.ipfcc.org/about/pfcc.html • Kato, I., & Siegmund, L. (2022). Empowering new ostomy patients through a novel inpatient group education class. Journal of Wound, Ostomy and Continence Nursing, 49 (4), 347-351. • Kuwabara, A., Su, S., & Krauss, J. (2020). Utilizing digital health technologies for patient education in lifestyle medicine. American Journal of Lifestyle Medicine , 14 (2), 137-142. • Marshall, K. (2020). Evaluating the effects of a total joint education class on patient outcomes. Journal of Orthopaedics, 20 , 305-309, • Maryniak, K. (2019). Professional nursing practice in the United States: An overview for international nurses, and those along the continuum from new graduates to experienced nurses. Author. • McKnight, S. (2020). De-escalating violence in healthcare: Strategies to reduce emotional tension and aggression. Sigma Theta Tau. • Merakou, K., Knithaki, A., Karageorgos, G., Theodoridis, D., & Barbouni, A. (2015). Group patient education: Effectiveness of a brief intervention in people with type 2 diabetes mellitus in primary health care in Greece: A clinically controlled trial. Health Education Research, 30 (2), 223–232. • National Healthcare Communication Programme. (n.d.). Building the relationship. https://www.hse.ie/eng/about/our-health-service/ healthcare-communication/module-1-making-connections/nhcp- building-the-relationship-copy.pdf • Rozenblum, K., & Bates, D. (2017). The role of patient-facing technologies to empower patients and improve safety. https:// psnet.ahrq.gov/perspective/role-patient-facing-technologies- empower-patients-and-improve-safety • Stankova, M., Mihova, P., Andonov, F., & Datchev, T. (2020). Health information and CAM online search. Procedia Computer Science, 176 , 2794-2801. • Stans, S., Dalemans, R., de Witte, L., Smeets, H., & Beurskens, A. (2017) The role of the physical environment in conversations between people who are communication vulnerable and health-care professionals: A scoping review. Disability and Rehabilitation, 39( 25), 2594-2605. • Swoboda, C. M., Van Hulle, J. M., McAlearney, A. S. & Huerta, T. (2018). Odds of talking to healthcare providers as the initial source of healthcare information: Updated cross-sectional results from the Health Information National Trends Survey (HINTS). BMC Family Practice, 19 , 146. • Wirth, S. (2017). Nine tips for making a good impression with your patient. Journal of Emergency Medical Services . https://www. jems.com/administration-and-leadership/nine-tips-for-making-a- good-impression-with-your-patient/
CHAPTER 4: CREATING TEACHING MOMENTS
Learning outcome After completing this chapter, the learn- er will be able to discuss how to create teaching moments in healthcare settings, including: Describe the difference between teaching moments and teachable moments. Examine components that create effective teaching moments.
INTRODUCTION There is much information in health- care related to patient health, illness, disease processes, management, and other aspects of patient care. Information is available in the community, on the In- ternet, through advice from lay persons, and from healthcare professionals. Pa- tients are expected to sort through, ab- sorb, and apply the correct information that is applicable to their individual situa- tions. Healthcare professionals must help identify those moments of opportunity to
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