Academic literature on the topic 'Patient-centred education'
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Journal articles on the topic "Patient-centred education"
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Pong, S., S. Q. Yin, K. C. Wong, and N. Ng. "Patient-centred education." International Journal of Evidence-Based Healthcare 12, no. 3 (September 2014): 211–12. http://dx.doi.org/10.1097/01.xeb.0000455229.86551.1a.
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Parmar, Krishna, and Emma Louise Kirby. "Patient-centred medical education in practice." Medical Teacher 42, no. 5 (July 17, 2019): 594–95. http://dx.doi.org/10.1080/0142159x.2019.1638506.
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Barr, Jennifer, Kathryn Ogden, and Kim Rooney. "Committing to patient-centred medical education." Clinical Teacher 11, no. 7 (November 24, 2014): 503–6. http://dx.doi.org/10.1111/tct.12196.
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Oswald, Anna, Joanna Czupryn, Jeffrey Wiseman, and Linda Snell. "Patient-centred education: what do students think?" Medical Education 48, no. 2 (January 12, 2014): 170–80. http://dx.doi.org/10.1111/medu.12287.
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McGinness, Marion. "Transplant education: developing a patient-centred resource." Journal of Renal Nursing 6, no. 4 (July 2, 2014): 188–90. http://dx.doi.org/10.12968/jorn.2014.6.4.188.
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Gilbert, John. "Interprofessional Education for Collaborative, Patient-Centred Practice." Nursing Leadership 18, no. 2 (May 15, 2005): 32–38. http://dx.doi.org/10.12927/cjnl.2005.17181.
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Ferguson, Linda M., Heather Ward, Sharon Card, Suzanne Sheppard, and Jane McMurtry. "Putting the ‘patient’ back into patient-centred care: An education perspective." Nurse Education in Practice 13, no. 4 (July 2013): 283–87. http://dx.doi.org/10.1016/j.nepr.2013.03.016.
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Topperzer, Martha Krogh, Hanne Bækgaard Larsen, M. Hoffmann, K. Schmiegelow, B. Lausen, M. Madsen, P. Roland, and J. L. Sørensen. "Response to: Patient-centred medical education: A proposed definition." Medical Teacher 42, no. 3 (June 12, 2019): 360–61. http://dx.doi.org/10.1080/0142159x.2019.1625315.
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Baker, Cynthia, Cheryl Pulling, Robert McGraw, Jeffrey Damon Dagnone, Diana Hopkins-Rosseel, and Jennifer Medves. "Simulation in interprofessional education for patient-centred collaborative care." Journal of Advanced Nursing 64, no. 4 (November 2008): 372–79. http://dx.doi.org/10.1111/j.1365-2648.2008.04798.x.
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Smith, Stephen R., John Cookson, Jean Mckendree, and Ronald M. Harden. "Patient-centred learning—back to the future." Medical Teacher 29, no. 1 (January 2007): 33–37. http://dx.doi.org/10.1080/01421590701213406.
Full textDissertations / Theses on the topic "Patient-centred education"
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Weiss, Rachel. "Patient-centred communication and patient education: a multimodal social semiotic approach." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25649.
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Patient-centred communication and patient education: a multimodal social semiotic approach This study explores the phenomenon of patient-centred communication within the South African health context. Patient-centred communication involves several distinct but interlinked elements, namely, taking a holistic approach to illness, 'seeing' through the patient's eyes, 'co-constructing' a shared understanding or therapeutic alliance, and sharing decision-making and responsibility where possible. While adopted by medical curricula across the world, a lack of conceptual clarity is common among students, educators, researchers and policy-makers. Furthermore, little research has been done that accounts for contextual factors and non-western settings. This study looks at how fourth year medical students operationalise the 'classroom-taught' principles of patient-centred communication during a health education encounter with patients. Drawing on a qualitative, interpretivist paradigm, the research focuses on communication in the context of language barriers, cultural value differences and socio-economic inequality. This study views students' multimodal health education artefacts as instances of 'informed flexibility' to patients' needs and challenges. The research is located within a Pharmacology curriculum activity where medical students produce personalized health promotion artefacts for rheumatic heart disease patients. Their artefacts are instances of patient-centred communication as well as instances of purposeful pedagogic recontextualisation, in that they realise both epistemic and relational dimensions of health education. Students also write a critique on the process, reflecting on the patient interview and motivating their design choices. Taking a multimodal social semiotic approach, the study draws on Bezemer and Kress' semiotic principles of recontextualisation (2008) for analysis of artefacts. Thematic analysis of students' critical reflections as well as follow-up interviews with their patients illuminate the context and assumptions underpinning students' design choices. The study is significant in several ways. It highlights the complex, multifaceted, multi-layered nature of doctor-patient communication, argues for realism in what can be taught and assessed in a classroom and suggests novel pedagogic approaches. The study also brings an African perspective to patient-centred communication, and in highlighting challenges relevant to the South African health care system, it supports contemporary calls for 'decolonisation' of health sciences curricula. The research contributes to ongoing efforts to eradicate rheumatic heart disease by giving patients a 'voice', raising awareness and supporting preventative programs. Methodologically, the study contributes to Bezemer and Kress' (2008) pursuit of articulating a semiotic methodological framework for multimodal texts.
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Karajicic, Slavica. "Patient-centred care (PCC) as idea, process and practice." Doctoral thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29830.
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This thesis contributes to the stream of studies that indicate a transformation of the future education of
medical professionals to better address patients’ needs and promote a positive attitude towards patientcentredness
in medical education. The main goal is to identify the characteristics of patient-centred care
(PCC) as ideas, processes, and practices from a medical student’s perspective in Portugal and Sweden.
The comparative study aims to answer where the differences between these two students’ groups stand
within PCC education, patient-centred beliefs, and self-perceived ability to practice PCC and, specifically,
how Portuguese medical students perceive Portuguese PCC practice and potential barriers. Quantitative
(questionnaires) and qualitative data collection (curriculum analysis and interviews) are performed.
Curriculum analysis indicates that learning about the PCC phenomena in both countries is fragmented
across the various courses, considering that in Portugal a significant number (40%) of courses are elective.
While the Portuguese curricula focus on the knowledge, the Swedish encourages skills development.
Medical students show more caring than sharing attitudes in both countries, and female medical students
have a more positive attitude toward PCC. Previous work experience does not affect the attitudes of a
medical student to the PCC; nonetheless, it does affect the self-perception of medical student confidence
in the information and power-sharing segment and dealing with communicative challenges. Portuguese
students consider that the barriers to the implementation of the PCC in Portuguese practice come from
the system, doctor, and patient. The implications of the study findings are discussed concerning both
wider theoretical perspectives and practical solutions for policymakers and doctors on these aspects of
their work. The present study reveals the need for developing an In-Service PCC Guide with all the key
elements and activities that reflect the essence of the PCC concept in practice, and that could help medical
students when they start their daily practical work with patients; RESUMO:
Cuidado centrado no paciente (PCC) como ideia, processo e prática
Esta tese contribui para a corrente de estudos que apontam para uma transformação, no futuro, da
educação dos profissionais médicos para melhor atender às necessidades do paciente e promover uma
atitude positiva em relação à centralização no paciente, da educação médica. O objetivo principal é
identificar as características dos cuidados centrados no paciente (PCC), nomeadamente ideias, processos
e práticas na perspetiva dos estudantes de medicina em Portugal e na Suécia. O estudo comparativo
realizado visa conhecer as diferenças entre esses dois grupos de estudantes relativamente à
educação/formação em PCC, as crenças centradas no paciente e capacidade auto percebida de praticar
o PCC; e ainda, compreender como os estudantes de medicina portugueses percebem a prática
portuguesa do PCC e as potenciais barreiras à mesma. Foram realizadas recolhas de dados quantitativos
(questionários) e qualitativos (análise curricular e entrevistas). A análise curricular indica que a
aprendizagem sobre o fenómeno PCC nos dois países está fragmentada nos vários cursos, sendo que em
Portugal grande parte (40%) ainda integra currículos optativos. Enquanto o currículo de português se
concentra no conhecimento, o sueco incentiva o desenvolvimento de habilidades. Os estudantes de
medicina mostram atitudes mais carinhosas do que compartilhadas em ambos os países, e as estudantes
femininas têm uma atitude mais positiva em relação à PCC. A experiência anterior de trabalho não afeta
as atitudes do estudante de medicina em relação à PCC; no entanto, afeta a autopercepção da confiança
do estudante de medicina no segmento de partilha de informações e poder e de lidar com os desafios
comunicativos. Os estudantes Portugueses consideram que as barreiras à implementação da PCC na
prática portuguesa vêm do sistema, do médico e do paciente. As implicações dos resultados do estudo
são discutidas em relação a perspetivas teóricas mais amplas e soluções práticas para os formuladores de
políticas e para os médicos, sobre esses aspetos de seu trabalho quotidiano. Este estudo revela a
necessidade de desenvolver um “In-Service PCC Guide” com todos os elementos e atividades que
refletem a essência do conceito de PCC na prática e que possam ajudar os estudantes de medicina quando
iniciam o seu trabalho prático quotidiano com os pacientes.
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Adam, Holly Lynne. "A Qualitative Study of Patients’ and Caregivers’ Perspectives on Educating Healthcare Providers." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41081.
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My thesis examines patients’ and caregivers’ perspectives on educating healthcare providers(HCPs). Specifically, it examined two research questions: 1) What do patients think about their involvement in the education of HCPs? and 2) What roles do patients want to have in the education of
HCPs? It is important for educational leaders and HCPs to understand answers to these questions, from patients’ own perspectives, to make effective changes in current and future health professions education and ultimately, the delivery of patient-centred care. I conducted semi-structured interviews with 27 patients and caregivers for this study. Through conventional content analysis, I identified five
themes for what patients think about their involvement in the education of HCPs. Namely, patient involvement in the education of HCPs: (1) is challenging because of power-differentials between themselves and HCPs; (2) requires patient training; (3) needs to start early in HCPs’ education process; (4) can improve patient-HCP partnerships; and (5) requires compensation for patients. I also identified
three roles that patients want to have in the education of HCPs. Specifically, they want to: (1) teach HCPs about patients’ expectations, experiences, and perspectives through case studies, storytelling, and research; (2) provide direct feedback to HCPs; and (3) advise on curricula development and admission boards for HCPs. My research adds to the limited research on patients’ and caregivers’ perspectives on
their involvement in the education of HCPs, identifies barriers to patient involvement, and provides a foundation that HCPs and educational leaders can use to improve patients’ active involvement in the education of HCPs. Further, it highlights that patients’ voices are important to the education of HCPs. It also illuminates my own perspectives on patient involvement in the education of HCPs, which I share as part of my positionality as a researcher who conducted this study.
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Hansson, Lina, and Louise Remlén. "www.patientundervisning.ssk - En litteraturstudie om vilka faktorer som påverkar sjuksköterskans roll i patientundervisningen och hur Internet kan integreras i undervisningen." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27050.
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Dagens patient står idag inför svåra val av behandlingar och vård. Det är därför viktigt att patienten ges möjlighet att hantera det dagliga livets krav och att sjuksköterskan stödjer och stärker patientens kontroll över sjukdom och behandling. Patientundervisning är av central betydelse och bör integreras i den dagliga omvårdnaden av patienten och dennes anhöriga. Föreliggande studie syftar därför till att studera de faktorer som påverkar sjuksköterskans roll i patientundervisningen och hur Internet kan integreras i undervisningen. Teoretisk ram för arbetet är Hildegard Peplaus terapeutiska interpersonella process. För att besvara frågeställningarna har en litteraturstudie genomförts, vilket har medfört en kritisk granskning och sammanvägning av resultat från tio vetenskapliga artiklar. Resultatet visar på att sjuksköterskan inte alltid har den kunskap som behövs för att bedriva bra patientundervisning och att mer utbildning krävs för att kunna genomföra undervisningen på bästa tänkbara sätt. Med dagens tekniska utveckling kan Internet med sin lättillgängliga information fungera som ett ypperligt hjälpmedel vid patientundervisning.Todays patients face difficulties in choosing between methods of treatment and care. Therefore it is very important that nurses give the patient an opportunity to handle their daily life and support them in their choises. Patient education is of central importance and should be integrated in the daily care of patients and their relatives. This literature review aims to investigate the factors that influence the nurse role in patient education and in what way Internet can be used. Peplau’s theory of Interpersonal relations underlie this study. The sudy is based on the results of ten scientific publications. The results indicate that nurses not always have enough knowledge to provide good patient education. More education is needed in the nursing education programme. With todays technical evolution Internet can function as an excellent tool in patient education.
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Havas, Kathryn. "Person-centred care in chronic kidney disease: The CKD-SMS study." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116549/1/Kathryn_Havas_Thesis.pdf.
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Chronic kidney disease affects 10% of Australians. This thesis reports a three-phase project involving development, implementation, and evaluation of a novel intervention, the Chronic Kidney Disease Self-Management Support program (CKD-SMS), designed to support people with early stages of this disease. After receiving the intervention, participants displayed significant improvements in multiple clinical outcomes and reported a high level of satisfaction with the program. This study has implications for supporting people with CKD in general practice and indicates that, by tailoring support to individual needs, positive health outcomes which may help to slow disease progression can be achieved.
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Afemikhe, Juliana Ayafegbeh. "Development of a health education programme for self-management of Type 2 diabetes in Edo State, Nigeria." University of the Western Cape, 2016. http://hdl.handle.net/11394/4910.
Full textAbstract:
Philosophiae Doctor - PhDDiabetes is a chronic, metabolic disease that requires lifelong medical management, health education and self-management. According to a World Health Organisation report, there is a global increase in the prevalence of diabetes and even more so in the low-and middle-income countries, specifically Nigeria, which has the highest number of people with diabetes in the African region of the World Health Organisation. As a global issue, the positive health outcomes of diabetes are tied to health education and self-management of the disease and using the health resources of nations. However, in the context of limited resources in Nigeria, there is a need for improvement of health education in self-management of Type 2 diabetes. Health education that is provided in some Nigerian health facilities is reported to be unstructured, without patients’ active participation, not tailored to the needs and the interests of the patients and limited collaboration between multi-disciplinary professionals. In this context, the aim of the study was to develop a structured health education programme for self-management of patients with Type 2 diabetes, to facilitate the quality of the lives of these patients .An adapted intervention mapping framework provided a structured process for development of an evidenced based programme. A mixed method approach was followed. In the first phase of the study an exploratory descriptive qualitative research design was followed. A purposive sampling approach was used in selecting (i) participants, who were patients with Type 2 diabetes and (ii) health-care professionals working in two health-care institutions in Benin City, Edo State, Nigeria. In phase 1, Step1 of the research was a situation analysis, which consisted of conducting 30 semi-structured interviews with patients; observation of nurses providing health education; and five focus group discussions with health-care professionals (nurses, dieticians and social workers). Qualitative data analysis was accomplished through using Tesch’s (1990) steps of analysis to identify themes and categories. The situation analysis revealed, firstly, that there was a lack in the knowledge and self-management of Type 2 diabetes among patients. Secondly, that the health-care professionals acknowledged their collective role in health education and were burdened with the patients who were non-adherent to self-management. The result also revealed the necessity to change from a traditional teaching method to a structured educational process that is patient-centred. The second phase of the research was the stage of developing the educational programme through collaboration with the stakeholders (health-care professionals and patients with Type 2 diabetes) using the findings from the data-analysis of the first phase supported with literature. In phase 2, Step 2 was to develop matrices from the data analysis in Phase 1 for the programme. Step 3 added theory-based intervention methods and practical applications to the preliminary program and in Step 4 the programme was described. This was followed in Step 5 by preparing health-care professionals for offering the programme to patients and implementing and evaluating the programme. The evaluation of the programme was by means of a quantitative pilot study in which a pre-post-test in a quasi-experiment was conducted with 28 patients and qualitative interviews after the program and post intervention interviews with the participants. The evaluation showed that the program was effective in meeting its objectives. In Step 6 a plan for the adoption, implementation, sustainability and evaluation of future implementations was developed.
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Smith, Sheree Margaret Stewart. "A critical analysis of the relationship between health promoting behaviours, an individual's health risk, asthma severity and control, and patient centred asthma education in the emergency department." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16921/1/Sheree_Smith_Thesis.pdf.
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Asthma affects over 2.2 million people in Australia. Asthma morbidity is increasing while mortality is decreasing. People with asthma experience shortness of breath as their airways narrow and become inflamed. After an episode of acute asthma many patients experience a relapse requiring further emergency department care. Numerous studies have been undertaken to identify the determinants of asthma morbidity and these studies have primarily used asthma oriented and co-morbidity scales such as anxiety and depression indices. Other studies in this area have indicated psychosocial factors such as coping, asthma attitudes and beliefs that may be linked to people with asthma who are non-compliant or adherent to treatment. Currently, there is no research available that has examined the link between general health promoting behaviours, an individual’s risk behaviour assessment and a brief asthma education encounter that is patient-centred. This study provides a description of the health promoting and risk taking behaviours of people who attend the emergency department with acute asthma. Secondly, it examines the effectiveness of patient-centred education compared with standard education. One hundred and forty-six people with acute asthma who attended the emergency departments of the Princess Alexandra and Mater Adult Public Hospitals were enrolled in this study. Participants self-reported health promoting and risk taking behaviours by completing the questionnaire that contained the Health Promoting Lifestyle Profile (HPLPII) and the Health Risk Appraisal (HRA) instruments. The Hospital Anxiety and Depression Scale (HADS) was also incorporated into the questionnaire to ascertain levels of anxiety and depression in this acute asthma group of people. The asthma education curriculum had the same topics for both the standard education and the patient-centred groups. However, the patient-centred group were able to prioritise the order of the topics according to their identified need. Secondly, the patient-centred group were asked two questions to ascertain the most important issue and asthma issue for them at that point in time. Both groups of participants were educated using the Asthma Foundation Leaflet “Asthma - Basic Facts” during the individual education session. There were 56% females and 44% males with a mean age (+SD) of 34 (13.8) years with 70.3% reported year 12 or above education and 49% of participants earned less that $20,000. Nearly half of the participants were admitted to a hospital ward following emergency department assessment and care. A large proportion of the participants had either moderate or severe asthma. The health behaviour findings from this study suggest people with acute asthma follow preventive health recommendations and safety guidelines more so than the wider community. However, they did not self-initiate home based health actions such as breast self-examination. At the time of attendance to the emergency department with acute asthma there were no statistical difference between the patient-centred education and standard format education groups for age, gender, education, income, asthma control and previous emergency department attendances. The patient-centred education group had fewer re-attendances in the four months after the education intervention when compared with prior emergency department attendances than the control group (p=0.057; p=0.486). In conclusion, people with acute asthma report undertaking a number of preventive health behaviours and actions according to national guidelines and safety recommendations. They report a lack of self-initiated home based health behaviours. Further research is required to investigate the impact on the National Asthma Council’s recommendations of the importance of asthma action plans on people who follow preventive health guidelines and who lack self-initiative abilities. In terms of asthma education, patient-centred education when compared to standard format education may be useful in reducing further emergency department attendances for acute asthma. More research is required to identify other key education issues for people with acute asthma.
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Smith, Sheree Margaret Stewart. "A critical analysis of the relationship between health promoting behaviours, an individual's health risk, asthma severity and control, and patient centred asthma education in the emergency department." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16921/.
Full textAbstract:
Asthma affects over 2.2 million people in Australia. Asthma morbidity is increasing while mortality is decreasing. People with asthma experience shortness of breath as their airways narrow and become inflamed. After an episode of acute asthma many patients experience a relapse requiring further emergency department care. Numerous studies have been undertaken to identify the determinants of asthma morbidity and these studies have primarily used asthma oriented and co-morbidity scales such as anxiety and depression indices. Other studies in this area have indicated psychosocial factors such as coping, asthma attitudes and beliefs that may be linked to people with asthma who are non-compliant or adherent to treatment. Currently, there is no research available that has examined the link between general health promoting behaviours, an individual’s risk behaviour assessment and a brief asthma education encounter that is patient-centred. This study provides a description of the health promoting and risk taking behaviours of people who attend the emergency department with acute asthma. Secondly, it examines the effectiveness of patient-centred education compared with standard education. One hundred and forty-six people with acute asthma who attended the emergency departments of the Princess Alexandra and Mater Adult Public Hospitals were enrolled in this study. Participants self-reported health promoting and risk taking behaviours by completing the questionnaire that contained the Health Promoting Lifestyle Profile (HPLPII) and the Health Risk Appraisal (HRA) instruments. The Hospital Anxiety and Depression Scale (HADS) was also incorporated into the questionnaire to ascertain levels of anxiety and depression in this acute asthma group of people. The asthma education curriculum had the same topics for both the standard education and the patient-centred groups. However, the patient-centred group were able to prioritise the order of the topics according to their identified need. Secondly, the patient-centred group were asked two questions to ascertain the most important issue and asthma issue for them at that point in time. Both groups of participants were educated using the Asthma Foundation Leaflet “Asthma - Basic Facts” during the individual education session. There were 56% females and 44% males with a mean age (+SD) of 34 (13.8) years with 70.3% reported year 12 or above education and 49% of participants earned less that $20,000. Nearly half of the participants were admitted to a hospital ward following emergency department assessment and care. A large proportion of the participants had either moderate or severe asthma. The health behaviour findings from this study suggest people with acute asthma follow preventive health recommendations and safety guidelines more so than the wider community. However, they did not self-initiate home based health actions such as breast self-examination. At the time of attendance to the emergency department with acute asthma there were no statistical difference between the patient-centred education and standard format education groups for age, gender, education, income, asthma control and previous emergency department attendances. The patient-centred education group had fewer re-attendances in the four months after the education intervention when compared with prior emergency department attendances than the control group (p=0.057; p=0.486). In conclusion, people with acute asthma report undertaking a number of preventive health behaviours and actions according to national guidelines and safety recommendations. They report a lack of self-initiated home based health behaviours. Further research is required to investigate the impact on the National Asthma Council’s recommendations of the importance of asthma action plans on people who follow preventive health guidelines and who lack self-initiative abilities. In terms of asthma education, patient-centred education when compared to standard format education may be useful in reducing further emergency department attendances for acute asthma. More research is required to identify other key education issues for people with acute asthma.
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Rosberg, Johanna, and Hanna Bomberhult. "Patientundervisningens betydelse vid en förändrad livsstil för personer med diabetes mellitus typ 2 : En litteraturöversikt." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44219.
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Bakgrund: Diabetes mellitus typ 2 är en sjukdom som blir allt vanligare. Personer som diagnostiserats med sjukdomen behöver bryta gamla rutiner och tillämpa livsstilsförändringar som är anpassade för sjukdomen. För att kunna genomföra dessa livsstilsförändringar krävs kunskap om diabetes mellitus typ 2. Hälso- och sjukvårdspersonalen har ett stort ansvar att ge personerna relevant och personcentrerad patientundervisning för att livsstilsförändringar ska kunna ske.Syfte: Att beskriva vad personer med diabetes mellitus typ 2 upplever främjar och hindrar livsstilsförändringar. Metod: En litteraturöversikt med kvalitativ design och ett induktivt förhållningssätt gjordes. Resultat: Det framkom att bra bemötande och personcentrerad patientundervisning av hälso- och sjukvårdspersonal genererade god självhantering och motivation till livsstilsförändringar hos personerna med diabetes mellitus typ 2. Bristande kunskap om sjukdomen på grund av otillfredsställande patientundervisning ledde till osäkerhet om behandlingen, och oro över att göra fel hindrade personerna att utföra livsstilsförändringar. Slutsats: En personcentrerad patientundervisning är nyckeln till goda livsstilsförändringar för personer med diabetes mellitus typ 2. När personerna får individanpassad undervisning genererar det god kunskap om sjukdomen som förbättrar personernas genomförande av livsstilsförändringar.Background: Type 2 diabetes mellitus is an increasingly common disease. People diagnosed with type 2 diabetes mellitus need to break old routines and apply lifestyle changes that are appropriate for the disease. To be able to implement these lifestyle changes, knowledge of type 2 diabetes mellitus is required. The healthcare staff have a huge responsibility to give the persons relevant and person-centred patient education, so that lifestyle changes can take place. Purpose: to describe what people with diabetes mellitus type 2 experience promote and prevent lifestyle changes.Method: A literature review with qualitative design and an inductive approach was made. Result: It emerged that a good encounter and person-centred patient education of healthcare professionals generated good self-management and motivation for lifestyle changes in the persons with type 2 diabetes mellitus. Lack of knowledge about the disease due to unsatisfactory patient education led to uncertainty about the treatment, and concerns about wrongdoing prevented people from lifestyle changes. Conclusion: A person-centred patient education is the key to good lifestyle changes for people with type 2 diabetes mellitus. When the individuals receive individualized education, it generates good knowledge of the disease that improves the self-management and performance of lifestyle changes.
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Rolfe, Gary. "Educating the affect : patient-centred attitudes and the nursing curriculum." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295524.
Full textBooks on the topic "Patient-centred education"
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Jinks, Annette Mary. Caring for student nurses and caring for patients: Perceptions of student-centred pre-registration nurse education and inter-relationships between student-centred education and patient-centred nursing care. Manchester: University of Manchester, 1995.
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Thompson, Genevieve, Carla Ens, and Harvey Chochinov. Patient-centred supportive and palliative care. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199550173.003.0014.
Full textAbstract:
Chapter 14 expands on the role of palliative care within the framework of cancer control. In addition, the public health approach outlined by the WHO, including appropriate policy, adequate drug availability, education, and palliative care delivery at all levels of health care, will be discussed. Finally, the challenges in adapting these principles into high and low resource settings will be described.
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Tazim, Virani, and Registered Nurses' Association of Ontario., eds. Client centred care. Toronto: Registered Nurses Association of Ontario = L'Associaiton des infirmières et infirmiers autorisés de l'Ontario, 2002.
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Bitzer, Johannes. Teaching psychosomatic obstetrics and gynaecology. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749547.003.0002.
Full textAbstract:
Gynaecologists and obstetricians are confronted with many tasks that require biopsychosocial competence, as explained in Chapter 2. Care for patients with unexplained physical symptoms, and patients with chronic incurable diseases, in various phases of their lives, require patient education, health promotion, counselling, and management of psychosocial problems. To obtain this competency, a curriculum is needed, which, besides gynaecology and obstetrics, includes elements of psychology, psycho-social medicine, and psychiatry, adapted to the specific needs of gynaecologists and obstetricians in their everyday work. A basic part of Chapter 2 shows the curriculum consists of teaching the knowledge, and skills derived from communication theory and practice including physician, and patient-centred communication with active listening, responding to emotions and information exchange as well as breaking bad news, risk-counselling, and shared decision-making. Building on these skills, trainees are introduced into the biopsychosocial process of diagnosis, establishing a 9-field comprehensive work-up using the ABCDEFG guideline (Affect, Behaviour, Conflict, Distress, Early life Experiences, False beliefs, Generalised frustration). The therapeutic interventions are based on a working alliance between the physician and the patient, and are taught as basic elements, which have to be combined according to the individual patient and the presenting situation. The overall technique for gynaecologists and obstetricians can be summarised as supportive counselling/psychotherapy. This includes elements such as catharsis, clarifying conflicts and conflict resolution, cognitive reframing, insight and understanding, stress reduction techniques, and helping in behavioural change (CCRISH).
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Mee, Sarah, and Zoe Clift. Hand Therapy. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198757689.003.0002.
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Rehabilitation is a multidisciplinary, patient-centred, evidence-based process to promote healing, restore function, and promote independence. The physical and psychological and social consequences of the hand condition or injury have to be considered. Mobilization can be active or passive, supplemented by accessory movements and proprioceptive rehabilitation. Splinting may be static, serial static, static progressive, dynamic. Many materials are available. Oedema may be acute or chronic; it is treated with elevation, active movement, retrograde massage, compression, kinesiotaping, cold therapy, and contrast bathing. Scars may be mature or immature; keloid or hypertrophic. Management is generally empiric: massage, silicone, pressure therapy, steroid injections, and surgery all have roles. Hypersensitivity (allodynia, causalgia, dysaesthesia, hyperpathia, etc.) is treated with desensitization, graded textures, percussion, and mirror visual feedback. Stiffness is managed especially by prevention; movement, splinting, and surgery have a role. Pain is treated with medication, oedema control, acupuncture, TENS, education, psychological measures. Complex Regional Pain Syndrome has sensory, vasomotor, sudomotor, and trophic elements. Treatment includes medication, hand therapy, and occasionally surgery.
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Ryle, Cym Anthony. Risk and Reason in Clinical Diagnosis. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190944001.001.0001.
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This book provides, without the use of specialist language, a description of diagnostic reasoning and error and a discussion of steps that could improve diagnostic accuracy. Drawing on work in cognitive psychology, it presents the key characteristics of human reasoning. It notes that complex cognitive tasks such as medical diagnosis require a synergy of intuition and analytical thinking and introduces the concept of bias. The book considers the value of current classifications of disease, the meaning of diagnostic thresholds, and the potential for overdiagnosis. It examines the role of the patient-centred approach in this context. It develops a description of the diagnostic process, provides illustrative examples and metaphors, and refers to the dual-process model. It suggests that medical training does not consistently provide a coherent account of diagnostic thinking and the associated risks of error. It considers the role of probability in diagnostic reasoning, noting the contribution and the limitations of both informal and mathematical estimates. It refers to clear evidence that error in medical diagnosis is a prevalent and potent cause of harm and may result from systems factors or cognitive glitches such as bias and logical fallacy. It presents cases with commentaries, highlighting the cognitive processes in diagnostic successes, near misses, and disasters. It concludes with proposals for change, notably in institutional culture; in professional culture, education, and training; and in the structure of medical records. The book advocates the development and deployment of computerized diagnostic decision support. It argues that these changes could significantly enhance patient safety.
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B, O'Connor, Barnes G, Pendleton David, and Royal Society of Medicine (Great Britain). Respiratory Section., eds. Asthma in real life: Patient-centred management ; proceedings of a meeting held by the Respiratory Section of the Royal Society of Medicine sponsored by an educational grant from Merck Sharp & Dohme and held at the Royal Society of Medicine, London, on 3 February 1999. London: Royal Society of Medicine, 2000.
Find full textBook chapters on the topic "Patient-centred education"
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Bleakley, Alan. "Models of Patient-Centred Care." In Advances in Medical Education, 79–94. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02487-5_7.
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Canham, Judith. "Patient-Centred, Student-Centred Learning in Community and Primary Care Nursing." In Using Patient Experience in Nurse Education, 149–63. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-20436-3_8.
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"Holistic and patient-centred care." In Oxford Handbook of Musculoskeletal Nursing, edited by Susan M. Oliver and Susan M. Oliver, 329–50. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198831426.003.0010.
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This chapter examines important components of providing a holistic and patient-centred approach to care including motivational interviewing and goal setting. Only by exploring the patient’s view from a physical, psychological, spiritual, and social perspective can meaningful care be provided. Definitions of holistic and patient centred care are given together with guidance on what nurses need to consider when undertaking a nurse consultation. The value of such an approach is outlined in the context of legal responsibilities, documentation, and consent. Considerations on how to aid patients in becoming educated about their conditions, the social and psychological impact of the condition, interpreting evidence, and making an informed decision are also discussed. The role of the nurse in offering education and support to the patient and their family with the key aim of encouraging active participation in their own care results in more positive outcomes. The chapter also offers information and support offered by the voluntary sectors.
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Jeffrey, David. "Education, ethics and communication skills." In Patient-centred Ethics and Communication at the End of Life, 147–54. CRC Press, 2018. http://dx.doi.org/10.4324/9781315378862-15.
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Tuttle, Neil, and E.-Liisa Laakso. "Simulated Learning Environments to Prepare for Clinical Placements." In Emerging Technologies and Work-Integrated Learning Experiences in Allied Health Education, 180–207. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3850-9.ch010.
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Students commencing clinical placements often have difficulty applying their knowledge to produce meaningful clinical interactions. Patient-centred simulation can provide a bridge to clinical practice but can be expensive. This chapter describes the development and evaluation of a simulated environment integrating patient-centred simulation with an online adaptive learning platform to assist students to transition from classroom to placement. Student confidence increased significantly from pre- to post-simulation in all 12 areas that were surveyed from 3.4/6 (2.9–4.2) to 3.9/6 (3.7-4.5). Ninety-one percent of students felt better prepared for placement. The activity was not assessable and students rated this aspect highly for engagement and efficacy of learning. Student marks on their subsequent clinical placement were significantly higher for professional behavior, communication, and evidence-based practice compared with previous cohorts of students who had not undertaken a similar program.
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Beaumont, David. "The Art of Medicine." In Positive Medicine, 29–41. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192845184.003.0004.
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The author’s medical training. Hippocrates and the Hippocratic oath, but the shift from ‘First, do no harm’ to modern medicine’s mantra, ‘First, do something’. Modern medical education, and patient contact throughout. A consultant physician’s ward round in the bad old days. The film Patch Adams, based on the life of the maverick Dr Hunter ‘Patch’ Adams, founder of The Gesundheit Institute, and his vision of patient-centred care. The shift from ‘the cholecystitis in bed 3’ to patient-centred care—and patient-centred medical training. The RCGP’s vision statement of 2019, Fit for the Future. Ivan Illich’s 1974 critique of medicine in Medical Nemesis. His term iatrogenesis (clinical, social, cultural). RACP’s EVOLVE initiative seeking evidence of efficacy. Dr John Powles’ 1973 paper ‘On the limitations of modern medicine’. Pain management and the opioid epidemic. The social determinants of health explained. The biopsychosocial model compared with the reductionist medical model. Medically unexplained symptoms and the difficulty of diagnosis. Buck-passing. The purpose and use of Balint groups. Medically unexplained symptoms and chest pain.
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Fettes, Lucy, and Matthew Maddocks. "Physiotherapy in palliative care." In Oxford Textbook of Palliative Medicine, edited by Nathan I. Cherny, Marie T. Fallon, Stein Kaasa, Russell K. Portenoy, and David C. Currow, 225–30. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198821328.003.0024.
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This chapter gives an overview of the role of the physiotherapist and their contribution within palliative care. Physiotherapy is a person-centred discipline working towards enhancing function and quality of life, irrespective of diagnosis or prognosis. Symptoms and disability are highly prevalent across all life-limiting conditions, especially in the 6 months before death. Physiotherapists help patients to self-manage and participate in meaningful activities, guided by comprehensive assessment and patient-centred treatment planning. They utilize expertise in movement analysis, functional assessment, and communication. Their scope of practice includes improving or maintaining function and easing the transition towards functional decline when deterioration is inevitable. Physiotherapy activities include guidance and education, symptom management, communication, and care coordination, each selected according to individual patient need. Physiotherapist interventions targeting function include task practice and adaptations, provision of mobility and assistive devices, exercise, and caregiver training and support. Measuring rehabilitation outcomes in the context of unpredictable disease and/or deterioration can be challenging but remains important. Personalized outcome measures, such as goal attainment, can complement standard measures to capture meaningful change.
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Costa, Dilar, Joana Matias, and Filipa Aguiar. "The Dialogue between the Patient’s Educational Needs and the Knowledge Transmitted by Nurses: The Case of the Transplanted Renal Patient." In Nursing [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.103891.
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Health education has been on the horizon of nursing professionals for decades. The design and development of new education programmes allied to the processes of ageing and chronic diseases have been sought after. In the twenty first century, the need to develop ‘performant’ policies that lead policymakers, health professionals and civil society to move towards new management of chronic disease marked by citizens’ participation in decisions regarding their health and control of the management of their health condition has accelerated the urgency of citizen-centred health care and education programmes tailored to their needs, preferences, values, and condition. In this paper, we explore what has been done around patient education by nursing professionals and the results achieved. We observe a positive scenario where the patient is seen as an active partner, which leads to the integration of a new perspective, assisted and participatory disease management. There is still a need for more structured and systematised education programmes and training for health professionals involved in this process.
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Towers, Anna, and Marie-Ève Letellier. "Lymphoedema." In Palliative Medicine: A Case-Based Manual, 200–208. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198837008.003.0018.
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Lymphoedema, a failure of the lymphatic system, is a chronic condition that requires lifelong care. Ideally, a multidisciplinary team is involved, with a patient-centred approach. Decongestive lymphatic therapy (DLT) is the standard approach of treatment, and compression is a key element. Education in self-management (e.g. skin care, exercise, self-massage, self-bandage) must be given to every patient and their relative. In the case of advanced cancer and end of life, modification to DLT might be required. However, control of symptoms (e.g. pain, swelling) must be addressed. Advocacy is needed to ensure that lymphoedema treatments are accessible. Health professionals can take a leadership role to improve the care of these patients.
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Neubeck, Lis, Jennifer Jones, Izabella Uchmanowicz, Sue Koob, Catriona Jennings, María Teresa Lira, Shirley Ingram, and Donna Fitzsimons. "Key considerations for continuing professional development and specialization." In ESC Textbook of Cardiovascular Nursing, edited by Catriona Jennings, Felicity Astin, Donna Fitzsimons, Ekaterini Lambrinou, Lis Neubeck, and David R. Thompson, 55–78. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198849315.003.0003.
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Nurses are on a lifelong learning journey. The Association of Cardiovascular Nursing and Allied Professions Core Curriculum for the Continuing Professional Development of Nurses Working in Cardiovascular Settings provides a ‘map’ to guide learning. Although there are challenges in defining what a clinical nurse specialist and advanced nurse practitioner are, advanced nursing practice must be ‘grounded in direct care or clinical work’ and requires additional and ongoing education beyond initial qualification. Continuing professional development is essential to increase skills, and is widely endorsed as an essential part of every nurse’s role. It is therefore critical that we work together as a team to best deliver patient- and family-centred care. Nurses exist as part of a skilled transdisciplinary team which is fostered by mutual trust, positive working relationships, and clear roles and responsibilities. Learning in, and on, practice is an important part of professional development. Skilled reflection is important for nurse leaders, who need to be able to reflect on how a team works together to improve patient- and family-centred care. Developing new nursing leaders is critical to the future success of healthcare. It is important for nursing staff at all levels to build effective nursing leadership skills such as team leadership and compassionate leadership, among others, for better clinical care and patient safety outcomes every day in nursing practice. Professional societies and associations such as the Association of Cardiovascular Nursing and Allied Professions provide an important support for lifelong learning and development of core skills.
Conference papers on the topic "Patient-centred education"
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Goodall, Sue, Pamela Dallyn, and Suzanne Ford-Dunn. "P-100 Delivering collaborative education to enhance patient-centred decision making in renal failure." In Transforming Palliative Care, Hospice UK 2018 National Conference, 27–28 November 2018, Telford. British Medical Journal Publishing Group, 2018. http://dx.doi.org/10.1136/bmjspcare-2018-hospiceabs.125.
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Dixon, Jane, Phyllis Navti, and David Newby. "A Patient-centred Approach to the Teaching of Pharmacology; Small Group Sessions at one UK School of Pharmacy." In Manchester Pharmacy Education Conference. The University of Manchester Library, 2014. http://dx.doi.org/10.3927/226823.
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Flood, Michelle, Benedict Ryan, Aurea Conroy, and Judith Strawbridge. "VIDEO KILLED THE...THE DEVELOPMENT OF VIDEO-BASED CASE STUDIES FOR MORE PATIENT-CENTRED, AUTHENTIC ASSESSMENT OF POSTGRADUATE PHARMACY STUDENTS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1775.
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Cusack, Tara, Nicola Mountford, Minna Isomursu, Guido Giunti Garcia, Dimitris Filos, and Ioanna Chouvarda. "INTERDISCIPLINARY AND INTERSECTORAL DOCTORAL EDUCATION DESIGNED TO IMPROVE GRADUATE EMPLOYABILITY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end136.
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Typically, less than half of doctoral graduates will be employed in academia immediately after graduation, with less than 10%-15% achieving a long-term academic career. This leaves 85-90% of PhD graduates seeking employment outside the academic setting, for example in industry and government. The objective of the CHAMELEONS study (CHampioning A Multi-sectoral Education and Learning Experience to Open New pathways for doctoral Students) is to develop innovative educational interventions that shape more adaptable, entrepreneurial, and employable graduates, ready to meet the challenges of the future. Stakeholders from the connected health industry, clinical care, charities, patients, patient representatives, government, recent doctoral graduates, and academics were invited to participate in a “World Café” participatory method for collecting qualitative data. Owing to the COVID-19 health situation this took place via Zoom. Analysis of the results revealed 4 key learning objectives for doctoral graduates to: 1. Develop networking and communication skills. 2. Understand user centred research design. 3. Market research capacity and research skills. 4. Build an understanding of themselves and others. This led to the development of three bespoke doctoral modules: 1. Forging relationships: Building and Sustaining your Doctoral Network; 2. Managing the Project: Keeping on Track with an Eye to the future; Module 3: Starting your Career: Future Proofing your Career and Getting a Job. These modules are available to doctoral students across five European Universities.
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"Challenges of Thromboprophylaxis In Pregnancy: A 12 Months Audit and A Review of The Literature." In 4th International Conference on Biological & Health Sciences (CIC-BIOHS’2022). Cihan University, 2022. http://dx.doi.org/10.24086/biohs2022/paper.809.
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The presentation is going to comprise of two parts: The first part will be about the role of the nurse in management of women and girls with inherited bleeding Disorder (IBD) in a comprehensive care centre. The role of the nurse within the multidisciplinary team is to provide educational and emotional support to the women and the facilitate and coordinate person-centred care. This will be followed by presentation of an audit that was carried out on antenatal thromboprophylaxis in a single centre. Over the recent decades, there is increasing focus on women with inherited bleeding disorders (WBD) which has brought more patients into Haemophilia Treatment Centres (HTC) around the globe. These women require input of a multidisciplinary team to improve outcomes in their gynaecological and obstetric care. Nurses play a pivotal role in patient and family education and in the coordination of the multidisciplinary team. Carriers of Haemophilia and women with IBD experience heavy menstrual bleeding, bleeding from dentistry, surgery, injury or childbirth. Symptoms are treated leading to full and active lives. The nurse is often the point of contact for women who are pregnant, to organise and schedule attendance at a multidisciplinary clinic. The nurse is able to offer regular monitoring of the outcome of interventions in an ongoing relationship with the woman.The number of WBD in HTC has increased and the nurse should play an active role in outreach and education in the developing world where the numbers of identified WBD falls further below the expected numbers based on prevalence.