It is essential for healthcare professionals to understand the com- ponents of patient- and family-centered care, particularly when it comes to providing teaching and education. Patients and families expect to have all relevant information communicated to them in a manner that they can understand. They also wish to collabo- rate with healthcare professionals in their care. Communication with patients and families should be complete, timely, courteous, valuable, and inclusive. Patients and families also expect to be listened to and validated during communication. Other consid- erations include transparency, respect, and adaptation to the pa- tient’s and family’s needs, cultures, and beliefs (Institute for Pa- tient- and Family-Centered Care, n.d.; Maryniak, 2019). Education and patient outcomes Patient education, when done effectively, engages patients in their healthcare management and fits in with patient- and family- centered care. Teaching involves determining patient needs by assessing and addressing them through communication, rein- forcement, and confirming knowledge. Simply providing instruc - tions, such as written material, is not effectual patient education (National Library of Medicine, 2021). Patient teaching should be done systematically by assessment, planning, implementation, and evaluation (HCEA, 2021). Without the knowledge and understanding of steps to take for managing illness and maintaining wellness, patients may not be able to appropriately care for themselves. A lack of understand- ing can lead patients to noncompliance with medications or treat- ment, experience a difficulty or inability to manage health, and create errors at home (Mahajan et al., 2020). Evidence-Based Practice: There is a high risk that patients and families will make medication errors. Reports show that medi- cation errors at home occur in between 2% and 33% of cases. The most common errors include incorrect dose, missed doses, and wrong medication. Lack of understanding or ineffective teaching or communication are factors that can lead to these medication errors (Agency for Healthcare Research and Quality [AHRQ], 2021).
Self-Assessment Quiz Question #2 When preparing to provide patient education, the healthcare professional considers that: a. The family at the bedside should be involved in every session. b. Providing written instructions alone is effective. c. Education should be individualized. d. Outcomes will not be affected.
treatment (86.1% versus 79%), and lower readmission rates (9.1% versus 13.5%; Becker et al., 2021). An additional systematic review focused on education and im- proved outcomes with cardiac patients. Results demonstrated that there was a statistically significant difference with physical activity (mean difference 1.27), dietary habits (mean difference 0.76), and medication compliance (mean difference 0.31; Feng et al., 2021). Another study examined the return rates of emergency depart- ment patients, based on comprehension of discharge informa- tion. The teach-back method for patient teaching was specifically tested, and results showed there was a lowered comprehension deficit (from 49% to 11.9%), and a decrease in return to the emer - gency department (8.1% versus 41.3%; Mahajan et al., 2020). A research study focused on a joint education class for patients undergoing total hip or total knee replacement surgery. Results showed that total hip replacement patients were 4.45 times more likely to experience a postoperative infection if they did not have the joint education class. A total knee replacement patient who did not attend these classes was 1.3 times more likely to be re- admitted and returned to the operating room with a surgical site infection after discharge (Marshall, 2020). Studies have also shown the effectiveness of teaching with pedi- atric patients. One study tested the effects of an asthma educa- tion program for school-aged children. Results were statistically significant for reported symptoms, use of a peak flow meter, and daily activities. Although not statistically significant, there was also a reduction in school absences (Isik et al., 2021). Self-Assessment Quiz Question #4 Which of the following statements is true regarding studies about patient education? a. Patients report highly effective teaching in most studies. b. Pediatric education is not effective. c. Only certain forms of patient teaching work. d. Elderly patients reported good education but had poor comprehension. Self-Assessment Quiz Question #5 Which of these is a theme demonstrated in studies examining education and patient outcomes? a. Education can reduce readmissions and improve outcomes. b. Patient satisfaction is not improved with patient education. c. Emergency department readmissions are not affected by education. d. Education does not improve patient compliance. and will be transferred to the medical stepdown cardiac unit. Med- ications include metoprolol, aspirin, clopidogrel, rosuvastatin, and nitroglycerin. Mr. Kole will be following up with a cardiologist and will need cardiac rehab after discharge. His wife has been at the bedside, and she says she will be his primary caregiver at home.
Self-Assessment Quiz Question #3 The first step in patient education is: a. Asking if the patient wants teaching. b. Assessment. c. Printing off written material. d. Implementation.
Even if patient teaching is performed, if it is not done effectively, there can still be negative consequences. Studies have discussed the perception of education in the hospital. One study discussed how patients over age 65 reported they had good instructions at discharge, and yet 40% did not understand the purpose of their hospitalization, and 54% did not recall follow-up instructions (Alp- er et al., 2022). Healthcare Consideration: Engagement and involvement of patients in their care has been shown to produce better out- comes (AHRQ, 2022). Patient teaching has been shown to effec- tively lower readmission rates, particularly in specific populations. One systematic review looked at differences in outcomes based on effective communication and education. Results showed high- er satisfaction (60.9% versus 49.5%), improved compliance with Case study: Mr. Kole Mr. Kole is a 56-year-old Caucasian male who was admitted as an inpatient at an acute care facility with a myocardial infarction. Upon arrival to the emergency department, he immediately went to the cardiac catheterization lab and had a stent placement. Fol- lowing his stent, he was admitted to the intensive care unit (ICU)
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Book Code: RPUS3024
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