Educating Patients: Creating Teaching Moments in Practice
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pace of teaching should be slower and brief, with limited distractions. Sensory considerations are also important (Bas- table, 2021; Maryniak, 2019). Developmental levels are described in relation to age groups. However, some
patients may be at a developmental lev- el that is different than their chronological age. Modifications of teaching may be needed based on those developmental levels (Maryniak, 2019).
CASE STUDY: MRS. THOMAS
Mrs. Thomas is a 67-year-old woman who was admitted to a rehabilita- tion facility following an acute care stay for an ischemic stroke. She has right-sided deficits and aphasia because of her stroke, as well as a medi - cal history of hypertension, asthma, and type II diabetes. Mrs. Thomas is a pleasant retired high schoolteacher who immigrated to the U.S. from the Philippines when she was a teenager. She wears glasses and has a hearing aid in her left ear. Her husband and son arrived at the facility im- mediately after she was admitted.
Question 1 : After reviewing her history, and in preparation for communicating and possible teaching, what assumptions can be made about Mrs. Thomas regarding her health literacy? Commentary on question 1 : No assumptions can be made about Mrs. Thomas; precon - ceived notions may create a bias that results in ineffective teaching and communication. An assessment of health literacy should be done immediately. As a high school teacher, she may have high literacy and numeracy, but her level of health literacy is unknown. Question 2 : What potential barriers to communication and readiness to learn are there for Mrs. Thomas? Commentary on question 2 : One consideration is that this is a new environment for Mrs. Thomas, which may affect communication. There are physical concerns that may be barriers, such as the effects of her stroke, as well as visual and hearing impairment. There may also be cognitive effects from Mrs. Thomas’ stroke. Language may be a barrier, so it is important to ensure information is presented in her preferred language. The healthcare professional will also need to adapt to her cultural needs. Asking about her culture and how much she would like her family involved is also needed. Her learning style should also be addressed. Conclusion
tunities to gain and retain the knowledge that they need. Resources Health literacy and patient safety: Help patients understand. American Medical Association video of actual patients with various levels of health literacy. https://www.youtube.com/watch?v=cGtTZ_vxjyA
Multiple considerations affect com - munication between healthcare profes- sionals and patients, and these consid- erations also influence effective teaching and learning. Assumptions should never be made about patients, and assess- ments should be done prior to providing education. Strategies should be formulat- ed based on these evaluations to address any barriers and provide patients oppor-
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