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CI2 > Patient Education & Behaviour Change > Flashcards

Patient Education & Behaviour Change Flashcards

1
Q

How do you implement lifestyle modification?

A

Patient education focusing on

  • Increasing intrinsic motivation
  • Decreasing reliance on extrinsic motivation
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2
Q

What are the 6 principles to guide adult education?

A
  1. Need to know (benefits, info that applies to them)
  2. Self-directed approach
  3. Prior experiences influence learning (knowledge of benefits, existing skills, attitudes/beliefs)
  4. Readiness to learn
  5. Problem-centred approach to learning
  6. Motivation to learn
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3
Q

What are the cultural considerations for patients?

A
  • Assess & incorporate patient’s perceptions & beliefs
  • Conduct patient education in a culturally appropriate manner
  • Use interpreter services
  • Translate written materials
  • Use multimedia resources
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4
Q

What is health literacy?

A

Cognitive & social skills that determine the motivation & ability of individuals to gain access to, understand & use info in ways which promote & maintain good health

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5
Q

What is the relationship between chronic conditions and health literacy?

A

In patients with chronic conditions, inadequate health literacy is associated with poor knowledge of their disease & medications

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6
Q

What is low individual health literacy associated with?

A
  • Higher rates of hospitalisations & emergency care

- Lower uptake of preventative approaches e.g. mammography & flu vaccine

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7
Q

What are the risk factors for inadequate health literacy?

A
  • Elderly
  • Low income
  • Didn’t finish high school
  • Minority ethnic group
  • English as a second language
  • Recent immigrant
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8
Q

What are the health literacy communication principles?

A
  • Use plain language
  • Include visual images
  • Limit the amount of info provided at one time & repeat it
  • Encourage questions
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9
Q

What are the considerations when designing printed education materials for patients?

A
  • Make sure purpose is clear to the patient
  • Use at least 12-point font
  • Write in the active voice (you, I)
  • Aim for year 5-6 reading level
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10
Q

What are the considerations when organising printed education materials for patients?

A
  • Keep content clear, simple & concise
  • Use one & two syllable words
  • Use short sentences & paragraphs
  • Provide examples
  • Focus on what info the patient needs
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11
Q

What are the considerations for presentation of printed education materials for patients?

A
  • Use adequate spacing with lots of white space
  • Use dark print on light background
  • Use illustrations that are clearly labelled
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12
Q

How should education be implemented?

A
  • Reinforce learning through repetition (written, video, audio etc)
  • Use professionally developed written materials where possible
  • Provide opportunities for individual & group education
  • Seize the teachable moment where possible
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13
Q

How should education be delivered in a group environment?

A
  • Cut down on non-critical health education
  • Tailor education & info to patients’ needs
  • Deliver in an interactive way
  • Include fun, humour & activity
  • Welcome carers
  • Use local experts
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14
Q

How should education sessions be evaluated?

A
  • Outcome measures (knowledge, behaviour change, self-efficacy, QOL, satisfaction etc)
  • Use ‘teach back’ method to ensure patient has understood
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15
Q

What are the stages of the health change approach (HCA)?

A
  • Knowledge & understanding
  • Motivation
  • Decision/commitment to action
  • *Decision line**
  • Planning
  • Action
  • Self-regulation
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16
Q

What are the BEST barriers to behaviour change?

A
  • Behaviours (ingrained habits, lifestyle behaviours)
  • Emotions (moods, emotional reactions)
  • Situations (finances, medical conditions, social supports)
  • Thinking (beliefs, attitudes, expectations, motivation)
17
Q

What is the RICK evaluation?

A

Used to assess patients’ readiness to change

  • Readiness
  • Importance
  • Confidence
  • Knowledge
18
Q

What are the characteristics of behavioural goal setting?

A
  • Builds individual’s ability to manage their chronic condition in the long term
  • Collaborative process of exploration & confidence-building
  • Supports self-management
  • Patient has equal role in goal setting
19
Q

What should be considered before starting goal setting?

A

Assess/identify areas that may impact self-efficacy or confidence

  • Enablers of behaviour change
  • Beliefs about the need for change
  • Barriers to behaviour change
  • Stage of change
  • Past experience with attempts to change
20
Q

What happens in the pre-contemplation stage of change?

A

Help move towards the possibility of changing behaviour e.g. discuss risks & benefits

21
Q

What happens in the contemplation stage of change?

A

Support patient in making the decision to change e.g. discuss pros & cons, suggest ways

22
Q

What happens in the preparation stage of change?

A

Support patient to change behaviour e.g. discuss ways, develop action plan

23
Q

What happens in the action stage of change?

A

Support patient to continue, e.g. reinforce health benefits

24
Q

What happens in the maintenance stage of change?

A

Support patient to continue

25
Q

What are the considerations for one-on-one consultations?

A
  • Consider RICK at all times, but be flexible
  • Ensure the patient is ready to work on a health issue before setting goals
  • Before the patient leaves, ensure they are confident they can do all the things discussed
26
Q

What are the considerations for group education session?

A
  • Advise participants not to attempt too many changes at once
  • Create menu of options
  • Incorporate education about health behaviour change
  • Consider asking participants to set goals & create action plans
  • Discuss strategies to maintain skills & behaviours
27
Q

What are the characteristics of the ‘spirit’ of motivational interviewing?

A
  • Collaborative
  • Evocative
  • Honouring patient autonomy
28
Q

What are the 4 guiding principles of motivational interviewing?

A

RULE

  • Resist the righting reflex
  • Understand the patient’s motivations
  • Listen to the patient
  • Empower the patient
29
Q

What are the key aspects of motivational interviewing?

A
  • Open questions
  • Ambivalence
  • Change talk
  • Motivation (importance + confidence)
  • Reflective listening
  • Inform (ask permission first)
  • Listening for commitment
30
Q

What is an example of a type of change talk?

A

DARN

  • Desire (I want to change)
  • Ability (I can change)
  • Reason (It’s important to change)
  • Need (I should change)
31
Q

What is an acronym for the key aspects of motivational interviewing?

A

OARS

  • Open-ended questions
  • Provide affirmations
  • Reflect, use active listening
  • Summarise
32
Q

What did Vong et al 2011 find regarding motivational interviewing?

A
  • Compared PT +/- MI
  • Patients receiving both had significantly better motivation outcomes, physical capacities, self-perceived general health & home exercise compliance

CI2 (17 decks)

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