● What are some educational needs that Mr. Kole will have in the hospital, at discharge, and as an outpatient? Discussion: Mr. Kole will need education about his heart attack and his stent, even if he has already had some initial teaching. Teaching about his medications, including basics as to why he is taking them, side effects, the importance of medication compli- ance, and related considerations should be included. Discussion of how follow-up is essential, both with providers and cardiac re- hab, is needed. Home management, lifestyle changes, and warn- ing signs are also vital. Conclusion Healthcare professionals are responsible for teaching within their scope of practice, and this is a factor in protecting the patient. Pa- tient- and family-centered care considerations should be included with patient teaching and education. Studies have shown that References • Agency for Healthcare Research and Quality (AHRQ). (2021). Medication administration errors. http://psnet.ahrq.gov/primer/medication-administration-errors • Agency for Healthcare Research and Quality (AHRQ). (2022). Patient engagement and education. https://www.ahrq.gov/health-literacy/patient-education/index.html • Alper, E., O’Malley, T.A., & Greenwald, J. (2022). Hospital discharge and readmission. UpToDate . https://www.uptodate.com/contents/hospital-discharge-and-readmission#H9 • Becker, C., Zumbrunn, S., Beck, K., Vincent, A., Loretz, N. … Hunziker, S. (2021). Interventions to improve communication at hospital discharge and rates of readmission: A systematic review and meta-analysis. JAMA Network Open, 4 (8), e2119346. • Feng, Y. Y., Chaves, G. S. S., Shi, W., Pakosh, M., Zhang, L., Gallagher, R., Oh, P., & Ghisi, G. L. de M. (2021). Education interventions in Chinese cardiac patients on health behaviours, disease-related knowledge, and health outcomes: A systematic review and meta- analysis. Patient Education and Counseling , 104 (5), 1018-1029. • Health Care Education Association (HCEA). (2021). Patient education practice guidelines for health care professionals. https://www.hcea-info.org/assets/hcea%20guidelines_BW%20 1-25-2021.pdf • Institute for Patient- and Family-Centered Care. (n.d.). Patient- and family-centered care. https://www.ipfcc.org/about/pfcc.html
● What are some patient- and family-centered considerations when looking to provide education to Mr. Kole? Discussion : In terms of patient- and family-centered care, educa- tional topics should be discussed with Mr. Kole before involving his family, including his wife. He may not agree with having her involved in his care. After determining the wishes of Mr. Kole, if he wants his family involved, then they should participate in educa- tion as often as they are able.
appropriate, effective communication and education can signifi - cantly improve patient health outcomes and patient satisfaction, as well as reduce readmission rates.
• Isik, E., Fredland, N. M., Young, A., & Schultz, R. J. (2021). A school nurse–led asthma intervention for school-age children: A randomized control trial to improve self- management. Journal of School Nursing , 37 (6), 480-490. • Mahajan, M., Hogewoning, J. A., Zewald, J. J. A., Kerkmeer, M., Feitsma, M., & Rijssel, D. A. (2020). The impact of teach-back on patient recall and understanding of discharge information in the emergency department: The Emergency Teach-Back (EM-TeBa) study. International Journal of Emergency Medicine, 13 , 49. • Marshall, K. (2020). Evaluating the effects of a total joint education class on patient outcomes. Journal of Orthopaedics , 20 , 305-309. • Maryniak, K. (2019). Professional nursing practice in the United States: An overview for international nurses, and those along the continuum from new graduates to experienced nurses. Author. • National Library of Medicine. (2021). Communicating with patients. https://medlineplus. gov/ency/patientinstructions/000456.htm • Professional Standards Councils. (n.d.). What is a profession? https://www.psc.gov.au/what- is-a-profession/academic-view
CHAPTER 2: BARRIERS TO TEACHING AND LEARNING
Learning outcome After completing this chapter, the learner will be able to examine barriers to learning in the healthcare setting and the related effects on a person’s learning capability, including: For patient and family education to be successful, there must be knowledge given and comprehension on behalf of the learner. There are many elements that can cause barriers to effective teaching and learning. Healthcare professionals must be able to identify these obstacles and create strategies to address and overcome them. Literacy versus health literacy There is a relationship between literacy, numeracy, and health lit- eracy, although they are different concepts. Literacy and numer- acy are skills that are used by individuals to complete tasks and achieve purposes (Centers for Disease Control and Prevention [CDC], 2022a). Literacy is described as comprehending, assess- ing, utilizing, and participating with written text to acquire one’s own knowledge and potential, accomplish one’s goals, and play a part in society (CDC, 2022a). Numeracy is defined as the ability to retrieve, use, decipher, and convey mathematical information and concepts as well as manage mathematical challenges in a variety of adult life situations (CDC, 2022a). Health literacy definitions now encompass both personal health literacy and organizational health literacy, based upon the Healthy People 2030 initiative (U.S. Department of Health and Human Services, 2021). Personal health literacy is the extent to which in- dividuals can locate, comprehend, and use information and ser- vices to make informed decisions and perform actions for their own health or that of others (CDC, 2022b). Organizational health literacy is the level at which organizations equitably support indi- viduals to obtain, understand, and utilize material and services for informed decisions and actions for their own health or on behalf of others (CDC, 2022b). For the purposes of this course health literacy will refer to the patient’s personal health literacy.
Distinguish between health literacy levels. Assess other factors that can create barriers to learning.
INTRODUCTION
Patients may have variations in their ability to learn medical infor- mation based on low health literacy. The individual also must be ready to learn. Individual learning styles and differences in com- munication must be considered. Patients may have certain limita- tions or cultural considerations that may also impact teaching and learning. Healthcare Consideration: Health literacy is usually referred to as “high” or “low,” but there are actually four levels of health literacy: proficient, intermediate, basic, and below basic. Gen - erally, individuals who are intermediate or proficient are con - sidered to have high health literacy. Low health literacy usually includes the basic and below basic levels (U.S. Department of Health and Human Services, n.d.). Health literacy is important for patients vis-à-vis not only under- standing information regarding their health but also their ability to effectively use this information. Low health literacy can create mis- understandings when patient and family education is provided. Low health literacy levels are associated with poor patient out- comes, including readmissions and noncompliance due to lack of understanding of discharge information, increased development of chronic diseases, higher mortality, and increased days of poor physical or mental health (CDC, 2018; Hickey et al., 2018). Con- versely, higher health literacy is related to improved patient health outcomes. When they have the highest health literacy, seniors in particular have been shown to have better health outcomes, nota- bly fewer hospitalization, and visits to the emergency department (UnitedHealth Group, 2020).
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