• Rozenblum, K., & Bates, D. (2017). The role of patient-facing technologies to empower patients and improve safety. https://psnet.ahrq.gov/perspective/role-patient-facing- technologies-empower-patients-and-improve-safety • Stankova, M., Mihova, P., Andonov, F., & Datchev, T. (2020). Health information and CAM online search. Procedia Computer Science, 176 , 2794-2801. • Stans, S., Dalemans, R., de Witte, L., Smeets, H., & Beurskens, A. (2017) The role of the physical environment in conversations between people who are communication vulnerable and health-care professionals: A scoping review. Disability and Rehabilitation, 39( 25), 2594- 2605. • Swoboda, C. M., Van Hulle, J. M., McAlearney, A. S. & Huerta, T. (2018). Odds of talking to healthcare providers as the initial source of healthcare information: Updated cross-sectional results from the Health Information National Trends Survey (HINTS). BMC Family Practice, 19 , 146. • Wirth, S. (2017). Nine tips for making a good impression with your patient. Journal of Emergency Medical Services . https://www.jems.com/administration-and-leadership/nine- tips-for-making-a-good-impression-with-your-patient/
• 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. • McKnight, S. (2020). De-escalating violence in healthcare: Strategies to reduce emotional tension and aggression. Sigma Theta Tau. • Merakou, K., Knithaki, A., Karageorgos, G., Theodoridis, D., & Barbouni, A. (2015). Group patient education: Effectiveness of a brief intervention in people with type 2 diabetes mellitus in primary health care in Greece: A clinically controlled trial. Health Education Research, 30 (2), 223–232. • National Healthcare Communication Programme. (n.d.). Building the relationship. https:// www.hse.ie/eng/about/our-health-service/healthcare-communication/module-1-making- connections/nhcp-building-the-relationship-copy.pdf
CHAPTER 4: CREATING TEACHING MOMENTS
Learning outcome After completing this chapter, the learner will be able to discuss how to create teaching moments in healthcare settings, including:
Describe the difference between teaching moments and teachable moments. Examine components that create effective teaching moments.
INTRODUCTION
There is much information in healthcare related to patient health, illness, disease processes, management, and other aspects of patient care. Information is available in the community, on the Internet, through advice from lay persons, and from healthcare professionals. Patients are expected to sort through, absorb, and Teaching moments and teachable moments defined The terms teaching moment and teachable moment have been used synonymously, but there are differences. A teachable mo- ment is defined in a dictionary as “a time that is favorable for teaching something, such as proper behavior” (Merriam-Webster, 2022). When referring to patient teaching, for many years the “teachable moment” was considered a time when a healthcare professional identified an opportunity to provide education to a patient. Nowadays the teachable moment, in the context of pa- tients in a healthcare setting, is focused on behavioral change, specifically creating healthy behaviors. A teachable moment is known as an opportunity to change behavior in a positive way that can be based on patient queues (Locke, 2022; Reynolds et al., 2020; Robinson et al., 2020). Teachable moments have also been associated with educating healthcare professionals through learn- ing opportunities (Finla & Yeow, 2022; Kaban & Posnick, 2022; Components of the teaching moment Teaching moments can be found at any time, in any situation, with any patient or family member. In addition to providing new knowl- edge, frequent teaching moments can enhance formal education that has been previously given. Teaching moments help develop relationships between patients and healthcare professionals, and they assist in creating empowered, involved patients and families (Marshall, 2016). There are important factors that make up a teaching moment. Initially, healthcare professionals must identify the teaching mo- ment itself. Teaching moments can be found within discussions between the patient and healthcare professional. Healthcare pro- fessionals can discover a lack of patient knowledge or misinfor- mation by statements that patients make, or this information can be elicited through patient interviews (King, 2018; Robinson et al., 2020). For example, performing a baseline knowledge check or having patients perform teach-back can show if a patient has a knowledge gap that needs to be addressed. Patients can also voice concerns, ask questions, or indicate they have an interest in their health, all situations that provide other teaching moments. Nonverbal cues can also indicate whether a patient understands information. Examining patient behaviors can also indicate teach- ing moments (Horne, 2021; King, 2018). An example is reviewing immunizations and discovering a patient is not up to date. The effectiveness of a teaching moment depends on the recep- tiveness of the patient, or their readiness to learn. Patients who are ready to learn have a higher likelihood of retaining and apply- ing information (Bastable, 2021). Other barriers to effectual teach- ing moments include distractions, patient condition, the environ- ment, and interpersonal tension (Smith & Lane, 2015).
apply the correct information that is applicable to their individual situations. Healthcare professionals must help identify those mo- ments of opportunity to provide patients with the knowledge they need for successful outcomes.
Keefe, 2022; Locke, 2022). Descriptions of teaching moments and teachable moments include that these times arise spontaneously rather than being planned for. The goal is to guide learning at the pace of the learner, while exploring problems and situations (Locke, 2022; Reynolds et al., 2020). Multiple variations in definitions and descriptions of teaching mo - ment and teachable moment can cause confusion. For the pur- poses of this course, the term teaching moment will be used. The description of a teaching moment for this course is an unexpected opportunity in which a healthcare professional can provide brief teaching to the patient or family. The teaching moment involves informal education at the time and can evolve into a formalized teaching process. After identifying a teaching moment, the healthcare professional must immediately act on it. Timeliness is key during a teaching moment before that time passes. This means addressing the topic through a brief, informal discussion. Because teaching moments may occur with limited time, focusing on one or two important takeaways is essential. The goals should be centered on patient needs (Marshall, 2016). Education during a teaching moment is comprised of the strategies mentioned in the individual education section above. Effective communication is the priority when act- ing on a teaching moment, which will be further discussed below. Following up on a teaching moment is needed. More formal edu- cation can be done to reinforce the content of the teaching mo- ment. If there was no provision of visual aids or written informa- tion during a teaching moment, these should be included with the follow-up. Teach-back can also confirm the level of the patient’s understanding as a measure of the success of the teaching mo- ment. Self-Assessment Quiz Question #1 Which of the following statements is true? a. Patient readiness to learn does not affect a teaching moment. b. A teaching moment is planned, formal education. c. Acting on a teaching moment must be immediate. d. Frequent teaching moments indicate a problem with education.
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