Week 7 Flashcards
what % patients take meds as Rx
40%
What strats should be used when educating a patient
. Various strategies including verbal, written, and tactile approaches should be applied in education sessions
health behaviour theory
A. The transtheoretical model suggests that all patients have the capacity to change their behaviour, but need to be coached or motivated
B. Patients have the need to self-preserve and thus, will be motivated to change depending on the degree of the perceived threat
C. Determinants of health include personal, behavioural, and environmental influencers
behavioural change theory
desc why ppl adopt or fail to adopt specific behaviours
critisized for focus on behaviour and not env factors
Ecological models
present health as interaction btwn person and their ecosystem
Health belief model
suggests that person’s percieved threat and belief in effectiveness incluence addoption
1) perceived susceptibility
- perception of risk of aquiring illness or disease
2)perceived severity
perception of seriousness of contracting illness or disease
-medical and social consequences
1,2 TOGETHER MAKE PERCEIVED THREAT OF DISEASE
3) perceived benefits
- persons perception of the effectiveness of the behaviour or actions to reduce threat of illness or disease
4) perceived barriers
- perceived obstacles to recommended behaviours/actions
3 minus 4 supports health behaviour change
5) self efficacy
- persons confidence to successfully perform behaviour or action
personal characteristics
- age, gender, sex, ed
- influence/mod indiv’s perception
Cues to action
- trig decision making process
- internal (ilness or disease)
- external (fam memb says smthing/ advice from HCP)
Health belief model (limitation)
- more descriptive than explanatory
- dosent sugg strat to alter health related behaviours/ actions
social cognitive theory
personal factors in an equilibrium with environmental influences and behaviours
key constructs
observational learning: role models
reinforcement: rewards
self efficacy -goal setting and monitering
self control - foal setting and monitering
limitation to the stages of change model
assumes patient coherent and logical in decision making process
social ecological model
factors may promote or constrain health behaviours
individual
-knowledge and personality
interpersonal
-interactions with others
organizational
-regulations and policies
community
-formal and informal social norms
public policy
-provincial or territorial policies or laws that regulate health practices
within the PPCP what part is important for councilling
communicaiton is at the core of the PPCP
Collect and asses
Patient
- learning style
- confidence
- cognitive/physical ability
Environment
- comfortable
- confidential
- safe
what is at the core of the PPCP
communication
caveates of the learning styles
- evidense says ppl have preference for learning
- less evidence suggest teaching to persons learning style improves understanding
- certain teaching styles more effective for spec materials regardless of preferred style
BUT if patient has preferecne, should adhere to best council (patient centered)
Patient care implementation
variety of ed methods and materials
individualize teaching based on patient needs and characteristics
-age, culture, literacy
give op to patient to internalize and reflect on provided info, understand and apply it
infants
birth-2yrs
sensorymotor stage
cou cil parents/caregivers
toddlers/preschool
preoperational stage (2-6)
cause and effect difficult
- how behaviour relate to health
- engage in magical thinking
icebreaker to gain attention and confidence
simple terms
“The medicine you’ll get will go into your body and make your throat feel better. It will only work if you take it three times every day. Your mom will help you know when to take the medicine and when to stop taking the medicine. Be sure to use all the medicine, even if you think you’re feeling better.”
School aged
concrete operational stage (7-12)
-begin problem solving but situations need be presented in concrete/observational matter
should be actively involved in discussion of meds
- give details on how med works
- empower to start more autonomy in taking meds
- allow time for Qs
“This medicine will go into your body to help fight off germs that are causing the infection in your throat. The medicine will work only if you take it three times a day until [date treatment should end]. If you don’t take it this way, the infection might come back. So keep taking the medicine, even if you think you’re feeling better. Work with your mom or dad, so you both know you have taken the medicine at the right times.”
Adolescents
formal operation stage (13-adult)
- Capable of hypothetical and abstract thought
- reason logically
- Motivated by desire for social acceptance
Consider communicating with patient without parent(s) present
-Builds trust (imp for later abt contraceptives etc)
Can typically give same educational messages as with adults
“The medicine you’re getting will help your immune system fight off bacteria that are causing your infection. You have strep throat, which is when a particular form of bacteria causes an irritation in your throat. The medicine used to treat these bacteria is an antibiotic. You have to take it every 8 hours – that is, three times a day – for the next 10 days. If you don’t do this, there is a chance you will be reinfected. Keep taking your medicine until it is gone, even if you think your throat is better.”
recommendations comm with children
1) Communicate at the child’s developmental level
2) Tell the parent you are going to talk with the child
3) Ask open-ended questions (easier asses understanding)
4) Use simple declarative sentences
5) Ask them to demonstrate the use of devices
6) Ask if they have questions
7) Ask them to repeat what you tell them
8) Supplement verbal communication with written communication
9) Be mindful of your nonverbal communication (understand nonverb b4 verb)
10) Get down to their level
Older adults
learn at slower rate
different perspectives
experience sense of loss
visual and auditory impairments
older adults teaching strats
1) directly in front of you with light on lips and face for lip reading
2) lower tone of voice at increased volume
3) one concept at a time, speak slow, allow processing
4) visual aids and written information to supplement verbal instuctions
5) Building on past experiences and knowledge when possible
6) Integrating new behaviours with formally established ones
