Educating Patients: Creating Teaching Moments in Practice
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Patient and family perception Perception in healthcare is described as thoughts, beliefs, or opinions based on how things appear (Cambridge Dictionary, 2022). An individual’s perception influ - ences experiences, relationships, and the retention and application of knowledge. In healthcare, patients’ and families’ per- ceptions are the focus. Patients’ positive perceptions improve their connections with healthcare professionals, which in turn can create more teaching moments and effective education. Healthcare pro- fessionals can take steps to create posi- tive perceptions and enhance the patient experience. Presence is about experience and be- ing in the moment, which is essential for teaching moments. Presence has been identified as essential to successful ed - ucation and healing (American Holistic Nurses Association [AHNA] & American Nurses Association (ANA), 2019). Pres- ence can be achieved using mindfulness and attunement. Mindfulness is associ - ated with presence in the moment in a way that is not judgmental. Mindfulness is about observation, which includes an awareness of self and others, the environ- ment, and the situation. Components of mindfulness include thoughts, emotions, physical sensations, communication, and dynamics. Attunement is more than just awareness and involves responding to others. Adjustments are made with at-
tunement to better understand the needs and desires of someone else (Maryniak, 2019; Saban et al., 2021). Reinforcement Teaching moments should be rein- forced for maximum understanding and retention of knowledge. Reinforcement can be done during the teaching moment itself, as well as through a longer educa- tional session if needed, and by using the teach-back method. There are some strat- egies that can assist with reinforcement. Recognizing and encouraging patient efforts to learn is important. Acknowl- edgment of patient growth and learning is also essential. Using real-life examples can be useful, particularly if they are suc- cess stories of other patients (National Li- brary of Medicine [NLM], 2021). Providing resources can also help re- inforce covered content. In addition to any written materials, resources can in- clude community organizations, support groups, and trusted websites. After re- viewing the information that was taught, it is important for healthcare profession- als to check to see whether patients have other questions or concerns that need to be addressed, for example, “What other concerns do you have?” It is also essen- tial that patients are told they can reach out if questions or concerns arise after the teaching (NLM, 2021; Maryniak, 2019).
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