Definition of Patient Education Program How to make a Patient Education Program

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LOSINADA, JOHN CARLO
University of the Philippines Manila
College of Nursing

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“Make what you teach relevant.”
- Ann Haggard

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OBJECTIVES
1.Define Patient Education Program
2.Differentiate Patient Education and Patient
Teaching
3.Identify some of the problems in Patient
Education Program

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4. Identify the roles of staff nurses in Patient
Education Program
5. Differentiate the job description of Patient
Education Coordinator and the Bedside Nurse
6. Identify steps in developing a patient education
program

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7. Identify the relevance of Patient Education
Programs in Nursing Administration

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OUTLINE:
I. Definition of Patient Education Program
II.Patient Education and Patient Teaching
III.Some Problems in Patient Education
IV.The Staff Nurse and the Patient Education
Coordinator
V.Steps in Developing a Patient Education Program

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I. Definition of Patient Education
Program

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Patient Education – (Bartlett) is a planned
learning experience using a combination of
methods such as teaching, counselling, and
behaviour modification techniques that
influence patients’ knowledge and health
behaviour.

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Program – (Merriam-Webster) is a plan or
system under which action may be taken
toward a goal

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Patient Education Program – (Planned
Educational Activities by Kate Lorig) is a
system of planned learning experience
intended to influence patients’ knowledge and
health behaviour

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II. Patient Education and Patient
Teaching

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Patient Teaching – (Rankin) is the actual
impartation of knowledge and is only a part of
patient education

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• Patient Education’s Purpose: (Kate Lorig)
- To maintain or improve health, or in some
cases, to slow deterioration
• Patient Teaching’s Purpose:
- To improve knowledge

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III. Some Problems in Patient
Education

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1. Patient’s Noncompliance

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2. Fiscal Health Implications

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Cost savings - result when hospital stays are
shortened or the utilization of services
decreases.
Cost recovery - occurs when someone, third-party
payer or the patient, pays a fee for
services.

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3. Who should perform the education
required for patients to function
effectively at home?

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4. Coordination and Collaboration
with Physicians

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(Boyd) 3 Primary factors that causes this
conflict:
• Physicians’ beliefs about the physician-patient
relationship;
• Nurses’ beliefs about independent nursing
functions;
• Poor inter-professional communication

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(Kriewall and Trier) 3 strategies for facilitating
Physician cooperation and support:
• Easy access to patient education
• Physician endorsement
• High program visibility

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IV. The Staff Nurse and The Patient
Education Coordinator

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Functions of Patient Education Coordinator:
• One person is responsible for all the education
of patients (When all are responsible, no one
is).
• The coordinator can keep up with new
developments in the field.

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• The coordinator can provide workshops and
in-services for the staff.
• New materials and audiovisual software can
be screened, purchased, and developed by
the coordinator.
• Required documentation and records can be
centralized.

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• Individual patients and the program can be
evaluated in a centralized, organized way.
• The coordinator can be hired with specialized
skills in education.

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Disadvantages of Patient Education
Coordinator Position:
• Staff nurses may decide that they have no
responsibility for teaching patients.
• Teaching may not be done when the
coordinator is ill or on vacation.

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• A hiring mistake could have serious impact on
the quality of patient education in the
institution.

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Roles and Responsibilities of the Patient
Education Coordinator and the Staff Nurse
for Patient Teaching

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Patient Education
Coordinator
Staff Nurse
Visit patient in response to
staff request
Identify problems requiring
education
Assess learning needs and
barriers
Consult with educator on
teaching plan
Devise and record teaching plan

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Patient Education
Coordinator
Staff Nurse
Communicate plan to all concerned
Initiate teaching activities and
provide learning materials
Assess patient learning,
correct misunderstandings,
reinforce learning
Document teaching done and patient reactions to teaching

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Patient Education
Coordinator
Staff Nurse
Communicate progress
Encourage patient to
demonstrate skills
Encourage patient to carry
out self-care activities in daily
care
Evaluate patient education activities and results

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V. Steps in Developing a Patient
Education Program

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(From Nemchik R: Developing an Education Program. In
Guthrie DW, Guthrie RA, editors: Nursing Management of
Diabetes Mellitus, St. Louis, 1977, Mosby-Year Book.)
1.Assess Program Need.
2.Obtain administrative and professional
support.

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3. Determine potential clients, sources of
referral, and subsequent follow-up.
4. Plan program content with an
interdisciplinary team (committee).
5. Determine program goals, objectives, and
evaluative procedures.

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6. Select learning strategies.
7. Determine and use available resources.
8. Recruit, motivate, train, and retrain teaching
personnel.
9. Implement the program.

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10. Document teaching.
11. Do follow-up.
12. Evaluate teaching and program.
13. Revise program.

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PROGRAM PLANNING (Kate Lorig)
1. Set Priorities
• Listing Behaviours
• Determine the effect of each behaviour
• Determine which behaviours are relatively
easy to change

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2. Refine Your Content
3. Set Objectives
a. Process Objectives
b. Outcome Objectives
4. Process
5. Put It All Together

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• Write your objectives and be sure that what
you are teaching is designed to meet these
objectives
• Look at your resources – time, personal,
money, space
• Make sure that you vary your activities

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• No matter what intervention you choose, do
not waste the first few minutes
• If at all possible, build on activities over
several weeks
• Try to use the same instructor or facilitator for
every session

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• Consider using a Sesame Street approach
• Use ritual
• Frame your teaching around patient needs
and beliefs
• Do not try to change patient beliefs or
practices unless they are causing harm.

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• Be consistent with your messages.
• Remember that patients always have choices.
• Do not try to crowd everything into whatever
time you have
• Give attention for taking positive action

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6. Document What You Teach

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Some Examples of Patient Education
Programs

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12 STEPS OF ALCOHOLIC
ANONYMOUS (AA)

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1. We admitted we were powerless over
alcohol - that our lives had become
unmanageable.
2. Came to believe that a Power greater than
ourselves could restore us to sanity.
3. Made a decision to turn our will and our lives
over to the care of God as we understood
Him.

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4. Made a searching and fearless moral
inventory of ourselves.
5. Admitted to God, to ourselves and to another
human being the exact nature of our wrongs.
6. Were entirely ready to have God remove all
these defects of character.

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7. Humbly asked Him to remove our
shortcomings.
8. Made a list of all persons we had harmed, and
became willing to make amends to them all.
9. Made direct amends to such people wherever
possible, except when to do so would injure
them or others.

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10. Continued to take personal inventory and
when we were wrong promptly admitted it.
11. Sought through prayer and meditation to
improve our conscious contact with God as we
understood Him, praying only for knowledge
of His will for us and the power to carry that
out.

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12. Having had a spiritual awakening as the
result of these steps, we tried to carry this
message to alcoholics and to practice these
principles in all our affairs.

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“It always seems impossible until it’s
done.”
- Nelson Mandela

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References

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Haggard, Ann. Handbook of Patient Education.
Rockville, Maryland: Aspen Publishers, Inc.
1989
Lorig, Kate. Patient Education: A Practical
Approach (Second Edition). Thousand Oaks,
California: SAGE Publications, Inc. 1996

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Rankin, S. H., & Stallings, K. D. Patient
Education: Issues, Principles, and Practices
(Second Edition). Philadelphia, Pennsylvania:
J. B. Lippincott Company. 1990
Redman, Barbara. The Process of Patient
Education (Seventh Edition). St. Louis,
Missouri: Mosby-Yearbook, Inc. 1993

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THANK YOU FOR LISTENING!