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TL 2 > Patient Education > Flashcards

Patient Education Flashcards

1
Q

THE PROCESS OF INFORMING, EDUCATING, OR TRAINING
PATIENTS/CLIENTS, FAMILIES, SIGNIFICANT OTHERS, AND
CAREGIVERS, WHICH IS INTENDED TO PROMOTE AND OPTIMIZE
PHYSICAL THERAPY SERVICES

A

Patient/Client Instruction

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2
Q

Patient/Client Instruction involves

A
  1. The current condition
  2. Plan of Care
  3. Need for enhanced performance
  4. Need for health, wellness, or fitness programs
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3
Q

5 elements of patient/client management that lead to optimal outcomes

A
  1. Examination
  2. Evaluation
  3. Diagnosis
  4. Prognosis
  5. Intervention
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4
Q

This is a purposeful and skilled interaction of the physical therapist with the patient/client and, if appropriate, with other individuals involved in the care of the patient/client, using various
physical therapy procedures and techniques to produce changes in the consistent condition with the diagnosis and prognosis

A

Intervention

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5
Q

Why patient education is important?

A

To promote adherence to exercise programs, facilitate
changes in behaviors, and cultivate healthy lifestyles in our
patients

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6
Q

This is a criteria that mandates that patient
education be grounded in sound educational principles and
based on the patient’s needs and readiness to learn; it should
be ongoing, systematic, interactive, and individual ized to the
patient’s learning preferences and educational level

A

Joint Commission’s Educational criteria

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7
Q

Give me the checklist for Joint Commission’s Educational Criteria

A
  1. Assessing patient/ family needs
  2. Considering individual differences
  3. Having a written plan that addresses the needs of the
    patient
  4. Providing relevant information and skills
  5. Using a variety of educational tools
  6. Actively engaging the patient and caregiver in the process
  7. Evaluating the learning achieved
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8
Q

This includes information about diagnosis, treatment, safe
use of medications, drug interactions and reactions, nutrition counseling, diet, oral health, rehabilitation needs, and techniques to maximize in dependence, pain and pain management, community resources, and post discharge treatment.

A

Patient Education

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9
Q

Understanding Expectations, Rights, and Responsibilities

A

AHA Patient’s Bill of Rights–> Patient Care Partnership

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10
Q
  1. notes that it is the patient’s responsibility to be a partner in the
    decision-making process.
  2. patients must be informed about treatment and expected outcomes, including risks and benefits, sources of follow-up care, and training in self-help
A

AHA Patient’s Bill of Rights -> Patient Care Partnership:

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11
Q

It requires patient education to be part of the documented
plan of care, as does the Commission on Accreditation of Rehabilitation Facilities, currently known as CARF International

A

Medicare

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12
Q

Two major educational theories commonly used in patient
education:

A

Behaviorism
Constructivism

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13
Q

This theory believes that learning occurs through stimulus, response, and conditioning activities.

A

Behaviorism

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14
Q

This theory focuses on learning focus on observable human behaviors and seek to shape those behaviors by reinforcing effective behaviors and extinguishing effective behaviors.

A

Behaviorism

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15
Q

This theory focuses on breaking down the learning task into its parts (ie, small steps).Each small step is rein forced using positive reinforcement to facilitate learning or behavior change.

A

Behaviorism

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16
Q

This theory relies primarily on drill, practice, and reinforcement

A

Behaviorism

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17
Q

This theory focuses on learners actively make sense of their experiences based on their own values, beliefs, knowledge,
skills, and prior learning.

A

Constructivism

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18
Q

This theory believes that all tasks are context-dependent and that each task should be viewed as a whole.

A

Constructivism

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19
Q

True or False: In constructivism, tasks should be broken down into discrete components by the teacher to be mastered
individually by the learner; rather, the learner must actively engage in prob lem solving.

A

False- should not be broken…

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20
Q

True or False: In constructivism, instruction is learner- focused rather than teacher- directed. The role of the teacher is to
facilitate the learner’s own prob lem- solving ability

A

True

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21
Q

True or False: In constructivism, instruction teacher-directed rather than is learner-focused. The role of the teacher is to facilitate the learner’s own problem-solving ability.

A

False: Learner-focused than teacher-directed

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22
Q

True or False: Your role as the therapist is to set up an environment safe for experimentation and risk-taking. However, this approach requires the patient to be able to participate cognitively and physically in the problem-solving process

A

True

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23
Q

In selecting the appropriate educational approach, consider the ff:

A

Your patient’s cognitive, sensory, emotional, and physical capabilities–> the task itself–> the environment–> your patient’s exp., belief, knowledge, skill, and learning style.

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24
Q

This means that your patient is both emotionally and
physically able to participate in the teaching-learning situation

A

Readiness

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25
Q

Your patient has some drive to act

A

Motivation

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26
Q

The pt. finds the activity personally valuable, interesting, and perhaps enjoyable.

A

Intrinsic Motivation

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27
Q

This is doing such activity because of guilt, coercion, and other outside pressure.

A

Extrinsic Motivation

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28
Q

Ryan and Deci suggest 3 major factors that may help our
patients to develop intrinsic motivation. What are those?

A
  1. Connectedness
  2. Self-Efficacy
  3. Autonomy
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29
Q

Which can come from a sense of being trusted, respected, and cared for by the therapist.

A

Connectedness

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30
Q

This is a feeling of competence that can occur when patients have sufficient knowledge and skill to perform the expected activities.

A

Self-efficacy

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31
Q

This can come from feeling that the activ ities are personally meaningful and valuable

A

Autonomy

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32
Q

This refers to a person choosing to do an activity
because he or she values or enjoys doing it, it is
important to ask a patient about specific
activities that he or she enjoys doing.

A

Intrinsic Motivation: Autonomy

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33
Q

It grows out of success and feedback about strategies, outcomes, and effort. The focus of your feedback needs to be on these factors and on how to improve per for mance, and not on
Generalities include, “good job, you’re doing much better today.”

A

Competence

34
Q

The physical therapist needs to demonstrate
respect and caring

A

Intentional sensitivity

35
Q
  1. intentional sensitivity - the physical
    therapist needs to demonstrate
    respect and caring
  2. the learner/patient needs to feel
    supported, safe, and cared for, the
    environment should be organized,
    and we can consciously provide
    verbal and nonverbal feedback in a
    caring and empathic manner.
A

Connectedness

36
Q

Negotiating Shared Meaning Through __________

A

Explanatory Models

37
Q

Who developed the 8 questions to elicit explanatory models?

A

Kleinman

38
Q

Elicit the 8 questions of Kleinman

A
  1. What do you call the problem?
  2. What do you think has caused the problem?
  3. Why do you think it started when it did?
  4. What do you think the illness does? How does it work?
  5. How severe do you think your illness is? Do you believe that it will have a short or long course?
  6. What kind of treatment do you think you need? What results do you expect from the treatment?
  7. What major problems has this illness caused for you?
  8. What do you fear most about the illness?
39
Q

Psychologic factors that might suggest increased risk for persistent pain, poor recovery, and disability

A

Yellow Flags

40
Q

Fear of pain that leads to
hypervigilance and avoidance behaviors; belief that activity
should be avoided

A

Fear Avoidance Behavior

41
Q

Exaggerated, negative orientation to and
interpretation of pain; catastrophic thoughts related to pain

A

Catastrophizing

42
Q

Lacks confidence in ability to have some influence over the level of pain perceived

A

Low perceived control of pain

43
Q

Lacks confidence in ability to continue to function despite pain; uses passive coping strategies, such as letting others help

A

Poor-self-efficacy

44
Q

These are a springboard to
help you begin to understand your patient’s illness experience

A

Critical Questions

45
Q

Prochaska and DiClemente and Prochaska et al described the transtheoretical
model of change, which has 5 stages individuals move through as they
progress through the change process:

A

Pre-contemplative: No thought of change
Contemplative: Thinking about changing
Preparation: Preparing to change
Action: Implementing the change
Maintenance: Maintaining the change

46
Q

: No thought of change

A

Pre-contemplative

47
Q

Thinking about changing

A

Contemplative

48
Q

Preparing to change

A

Preparation

49
Q

Implementing the change

A

Action

50
Q

Maintaining the change

A

Maintenance

51
Q

A collaborative
conversation style for strengthening a person’s own motivation and commitment to change

A

Motivational Interviewing

52
Q

Patients may want to change, but, at the
same time, do not want to do what it takes to make that change; there are definite pros and cons.

A

Ambivalence

53
Q
  1. This requires you to obtain and respect your patient’s
    perspective; It requires you to be nonjudgmental
    and to listen actively.
  2. It requires you to be nonjudgmental and to listen actively
A

Empathy

54
Q

It is a way for you to help your patient see the discrepancy between his or her future goals and his
or her current behaviors

A

Developing discrepancy

55
Q

If you try to coerce or push your patient to change,
he or she will likely respond by giving you all of the reasons why he or she should not or cannot change. Instead, this is a time to be supportive, change strategies, and/or gain further perspective about your patient

A

Rolling with resistance

56
Q

Those who have successfully used motivational inter viewing have identified several effective strategies in help ing their patients to
resolve their ambivalence to change, including the following:

A
  1. Using open- ended questions
  2. Reflective listening
  3. summaries
  4. affirmations
57
Q

This requires that you help your patient to explore
the challenges with his or her current status, what your patient would most like to change about his or her current status, the advantages of changing, and what strengths he or
she possesses to enable a change

A

Change Talk

58
Q

Uses an important ruler to elicit change talk

A

Scaling

59
Q

This strategy makes the discrepancy more explicit, helping the patient further recognize where his or her current behavior is relative to where he or she
would like to be

A

Scaling Strategy

60
Q

It is essentially a formative assessment strategy, which, by now,
you know is critical to any educational process.

A

Teach Back Method

61
Q

National Patient Safety Foundation advocates the use the use of Ask Me 3

A
  1. What is my main problem?
  2. What do I need to do?
  3. Why is it important for me to do this?
62
Q

5 A’s of behavior change

A
  1. Ask or Assess
  2. Advise
  3. Agree
  4. Assist
  5. Arrange
63
Q

This is A’s of behavior change, Each time your patient returns for therapy, you will want to ask him or her
about his or her HEP

A

Ask or Assess

64
Q

This is A’s of behavior change, It will vary according to the stage of change or readiness of your
patient

A

Advice

65
Q

This is A’s of behavior change, you will want to assist your patient in developing realistic goals tied to personally relevant and valued activities

A

Agree

66
Q

This is A’s of behavior change, discuss any potential barriers or obstacles your patient might perceive as
problematic in being able to follow through on his or her HEP

A

Assist

67
Q

This is A’s of behavior change, for follow-up and to provide contact information in case your patient has additional questions or concerns before the next visit.

A

Arrange

68
Q

The degree to which individuals have the capacity to obtain, process, and understand basic health information needed to make appropriate health decisions.”

A

Health Literacy

69
Q

50-item reading
comprehension and 17-item mathematical abilities test

A

Test of Functional Health Literacy in Adults (TOFHLA)

70
Q

A valid screening
instrument used to assess an adult’s ability to read common medical words
and lay terms for body parts and illnesses

A

Rapid Estimate of Adult Literacy in Medicine (REALM)

71
Q

It includes 21 questions on 5 scenarios related to
health issues such as medi cation instructions, informed consent, self- care instructions, and nutrition labels

A

Newest Vital Sign (NVS)

72
Q

It is to determine the educational level an individual would need to understand a given text.

A

SMOG - Simple Measure of Gobbledygook

73
Q

It rates the degree of difficulty of reading passages on US school grade levels

A

Flesh-Kincaid Index

74
Q

assess the readability of English writing

A

Gunning Fog Index

75
Q

addresses the following 6 factors that affect the reader’s ability
to understand the material presented:

A

Suitability Assessment of Materials

76
Q

Including purpose, topics, summary, and review

A

Content

77
Q

Including reading level, writing style (active
voice), sentence construction, vocabulary, and advanced organizers
(eg, headings, subheadings

A

Literacy Demand

78
Q

Including cover picture, clarity of illustrations, the
relevance of illustration, clear instructions, and captions for all
graphics

A

Graphics

79
Q

Including type and font size, organization of the
layout, and chunk information using headers

A

Layout and Type

80
Q

Including interactive
application of the content through questions or problem-solving
activities; content includes concrete examples not abstract principles; tasks are doable

A

Learning stimulation and motivation

81
Q

Including materials that are culturally relevant and specific for the targeted audience

A

Cultural appropriateness

82
Q

Suitability Assessment of Materials includes:

A

Content
Literacy Demand
Graphics
Layout and Type
Learning Stimulation and motivation
Cultural Appropriateness

TL 2 (3 decks)

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