111 Educating Patients: Creating Teaching Moments in Practice
CASE STUDY: MISS McGILL
Miss McGill is a 23-year-old Native American female who was recently di- agnosed with asthma and prescribed beclomethasone dipropionate and albuterol inhalers. She was on a five-day course of oral prednisone, which was discontinued. Miss McGill has a history of smoking cigarettes daily. She meets with a healthcare professional to discuss her diagnosis and medications. Miss McGill states that she has switched to using electronic vaping for nic- otine. “That’s much healthier for me than smoking.” She says she doesn’t really know the difference between her inhalers and asks why she is on both. She also says she ran out of her “white pills” and asks when she will be getting more.
Question 1: What teaching moments are identified? Commentary on question 1 : Miss McGill has asked questions about her medications, so that is a teaching moment. She has also made statements that have identified other teaching moments, including those about vaping and her discontinued medication. Question 2: What are essential concepts to include with these teaching moments? Commentary on question 2 : Miss McGill needs to have her medications explained and understand the difference between them, what they are for, and how to take them. She will also need information about vaping and health effects. A discussion about discontinued medications is also needed. Question 3: What are some important points for reinforcing these teaching moments? Commentary on question 3 : Following up with teach-back is necessary, including return demonstration. For her medications, some questions to ask are “What is this medicine?” “How will this medicine help your asthma?” and “Show me how you will take this medicine.” For the topic of vaping a question may include “Tell me how vaping can affect your lungs.” Further education, handouts, and resources can also reinforce concepts. The last question should be “What other concerns do you have?”
Conclusion Teaching moments can be found by all healthcare professionals with all patients in any setting. Relationships and effective communication can assist with identify- ing these teaching moments. Healthcare professionals should act on teaching mo- ments in a timely manner. Misinforma -
tion and incorrect information are other opportunities for teaching moments. Perceptions of patients and families can determine the success of teaching mo- ments. Using strategies for reinforcement is needed.
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