1. Patient Education
CHS 446
Communication Skills for
the
Healthcare Professional
.

2. Patient Education
 Patient education is a significant
component of modern health care.
 A process of assisting the patient to
gain knowledge, skill, and a value or
attitude related to a health problem
or for health promotion.

3. Patient Education
 Patient education can be divided into two
large categories—clinical patient
education (or clinical teaching and
learning) and health education.
 Clinical patient education is a planned,
systematic, sequential, and logical process
of teaching and learning provided to
patients and clients in all clinical settings.

4. Patient Education
 Clinical patient education is also a
continuous teaching and learning process
involving the health care provider and the
patient or client (and/or the patient’s
family).
 The goals of clinical teaching and learning
are based on the patient’s assessment,
evaluation, diagnosis, prognosis, and
individual needs and requirements related
to interventions.

5. Patient Education
 Health education is also a teaching and
learning process similar to patient education.
 However, it concentrates mostly on wellness,
prevention, and health promotion.
 Additionally, health education can be
provided to individuals, groups, and
communities.
 The basic focus of health education is to
change and improve societal health behaviors.

6. Patient Education
Patient education
 The are three important objectives of
patient education that may result in
positive health outcome.
 Changing health behaviors
 Improving health status
 Improving patient compliance

7. Patient Education
 Patient education provides health
information and instruction to help
patients learn about specific or general
medical topics.
 Topics include the need for preventive
services, the adoption of healthy lifestyles,
the correct use of medications, and the
care of diseases or injuries at home.

8. Patient Education
Patient education
 Skill Building and Responsibility –
Patients need to know when, how, and why
they need to make a lifestyle change
 Group Effort – Each member of the
patient’s health care team needs to be
involved

9. Patient Education
Patient education
 Patient Education Value is the results of
clear communication
 Increased Compliance – Effective
communication and patient education
increases patient motivation to comply
 Patient Outcomes – Patients more likely to
respond well to their treatment plan which
results in fewer complications

10. Patient Education
Patient education
 Informed Consent – Patients feel you’ve
provided the information they need to
make the right decision
 Utilization – More effective use of medical
services – fewer unnecessary phone calls
and visits.
 Satisfaction and referrals – Patients more
likely to stay with your practice and refer
other patients.

11. Patient Education Rationale
Model of Patient Education Outcomes
Patient
Education
 Print
 Verbal
 Multimedia
 Combination
Behavior Changes
 Health services utilization
 Compliance
 Lifestyle
 Self-care
Costs
 Length of stay
 Utilization
 Provider image
 Regulatory
compliance
Health Status
 Physical health
 Well-being
 Symptoms
 Complications
Knowledge and
Attitude Changes
 Increased understanding
 Increased confidence
 Increased satisfaction
 Improved emotional state

12. Patient Education - Steps
1. Assessment of the Patient – Define patient and family
needs and concerns; observe readiness to learn.
2. Design of the Instruction Plan – Set objectives with
your patient; select materials.
3. Select a Teaching Strategies and resources– Put the
plan in motion; help patients along the way to reach
the objectives you’ve set together.
4. Go teach the patient – Understand and adapt to
barriers to learning
5. Evaluate - Evaluation is critical and should be
continuous through all four steps!

13. Patient Education
Step 4: Go
teach the
patient.
Step 3: Select a
Teaching Strategies
and resources
Step 2:
Design of the
Instruction
Step 1:
Assessment of
the Patient
Step 5:
Evaluate
Learning
Process
Stromberg A. Eur. J. Heart Failure. 2005.

14. Step 1: Assessment
Disease-Specific Knowledge
 General Questions.
 “Why do you think you feel short of breath?”
 “Tell me what heart failure means to you?”
 “What things do you need to do to take care
of your heart failure?”

15. Step 1: Assessment
Disease-Specific Knowledge
Type of Learner Characteristics Sample Approaches to
use in teaching
Visual Prefers pictures,
diagrams, other visuals
Use of copious visual
aids, process algorithms,
and trigger cards
Auditory Prefers to learn via
verbal instruction;
visuals may distract
learners
Use oral descriptions,
lectures, podcasts
Kinesthetic Prefers to learn via
movement and hands-on
activities
Use demonstrations,
simulations, role playing,
as well as discussion
groups, where possible

16. Assessing Health Literacy
 3 General Questions:
1. “What was the highest grade you
completed in school?”
2. “How would you rate your ability to read?”
3. “How often do you need to have someone
help you when you read instructions,
pamphlets, or other written material from
your doctor or pharmacy?”

17. Assessing Health Literacy:
SOS Method
Letter Stands for… Question Topic Cut Point
S
"Schooling" Educational
attainment
Sub-Secondary (6th grade
or less)
O
"Opinion" Patient self-rating
of reading ability
"Okay" or worse on a 5
point scale (Excellent or
very good, Good, Okay,
Poor, Terrible or very poor)
S
"Support" Help when reading Sometimes or worse on a 5
point scale (Never, Rarely,
Sometimes, Often, Always)

18. Additional Barriers to Learning
 Functional
 Visual Impairment
 Hearing Impairment
 Decreased mobility
 Illness-Related
 Pain
 Fatigue
 Cognitive Impairment
 Dementia
 Delirium
 Depression

19. Patient Education - Steps
Assessment of the Patient – Define patient and
family needs and concerns; observe readiness to
learn.
 Motivation – Patients are motivated when they learn
how their lives could improve. Focus on the benefits
of education.
 Attitude – Denial, Fear, Anger, Anxiety – all could be
barriers to education. Patient must know that he or
she will make gains by learning new skills.
 Outlook – A patient’s beliefs about their situation
could effect education. Let them know that learning
new skills can help them feel better or slow disease
progression.

20. Patient Education - Steps
Design of the Instruction Plan – Set objectives
with your patient; select materials.
 Goals should focus on what is necessary / critical to
patient survival first.
 Pay attention to patient concerns – they could stand
in the way of progress
 Respect stated limits – if a patient has refused to do
something, try to work around the problem and
incorporate something new as best you can.
 Helping a Patient understands the need for changing
behavior

21. Patient Education - Steps
Select a Teaching Strategies and resources– Put
the plan in motion; help patients along the way
to reach the objectives you’ve set together.
 Providing a Good Learning Environment
 Tone of voice, eye contact, and touch vary for all
cultural backgrounds
 Use the knowledge you gained during assessment
 Mixing Education Media
 Choosing the right patient education materials

22. Patient Education - Steps
Select a Teaching Strategies and resources
 Potential Statements:
 “What would you like to learn more about
with regards to your heart failure?”
 “It sounds like you understand a lot about how
heart failure works. How comfortable are you
with managing all the medicines?”
 “What are your goals before leaving the
hospital or after you get home?”

23. Patient Education - Steps
1. Go teach the patient – Understand and adapt
to barriers to learning
 Let your patients know:
 What they should do and why
 When they should expect results
 Possible danger signs to watch for
 What they should do if problems arise
 Whom they should contact for referrals
 Ask the patient if they have any questions or
concerns

24. Step 4: Go Teach the Patient
 Begin with knowledge of patient’s
understanding of his/her disease, learning
styles, and motivation
 Understand and adapt to barriers to
learning
 Present material in multiple formats, over
multiple episodes, and in coordination with
other care team members

25. Patient Education - Steps
Evaluate - Evaluation is critical and should be
continuous through all four steps!
Getting Patient Feedback
Feedback from the patient and family
provides valuable perspective on the
effectiveness of patient education
Consider surveys, documents for patients to
sign, questionnaires

26. THANK YOU