107 Educating Patients: Creating Teaching Moments in Practice
Effective communication Quick establishment of a therapeutic relationship and rapport between pa- tients and families is vital to identifying and addressing teaching moments. Cre- ating good first impressions, as discussed earlier, begins the relationship. Sitting with the patient gets the healthcare pro- vider on their level, which shows respect, and that the conversation is valuable and not rushed. Communication should be re- spectful and courteous, responsive, and caring. Healthcare professionals need to be attentive to patients’ verbal statements and nonverbal cues. There are differences between everyone that must be acknowl- edged and respected. The ideas, opin- ions, and needs of the patient are upheld, and it is important to explore underlying needs and concerns. Compassion can be demonstrated through empathy (HCEA, 2021; Maryniak, 2019; National Health - care Communication Programme, n.d.). Successful speaking and listening are main components of effective commu- nication. Effectual speaking is clear, with information given in small amounts to help with understanding. Active listening includes focusing on the speaker so that not only are words heard but the whole message and meaning are communicat- ed. The intent of active listening is to un- derstand rather than just respond. Eye contact, attention to nonverbal behav- iors, and presence are essential for active listening. Active listening uses open-end- ed questions, paraphrasing, clarifying, summarizing, and a nonjudgmental atti- tude (CDC, 2019; HCEA, 2021; Maryniak, 2019).
The effectiveness of a teaching mo- ment depends on the receptiveness of the patient, or their readiness to learn. Patients who are ready to learn have a higher likelihood of retaining and apply- ing information (Bastable, 2021). Other barriers to effectual teaching moments in- clude distractions, patient condition, the environment, and interpersonal tension (Smith & Lane, 2015). After identifying a teaching moment, the healthcare professional must im- mediately act on it. Timeliness is key during a teaching moment before that time passes. This means addressing the topic through a brief, informal discus- sion. Because teaching moments may occur with limited time, focusing on one or two important takeaways is essential. The goals should be centered on patient needs (Marshall, 2016). Education during a teaching moment is comprised of the strategies mentioned in the individual education section above. Effective com- munication is the priority when acting on a teaching moment, which will be further discussed below. Following up on a teaching moment is needed. More formal education can be done to reinforce the content of the teaching moment. If there was no provi- sion of visual aids or written information during a teaching moment, these should be included with the follow-up. Teach- back can also confirm the level of the pa - tient’s understanding as a measure of the success of the teaching moment.
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