Patient Education And Patient Centered Care In Professional Nurs ✓ Solved

What is Patient-Centered Care (PCC)? Care that is respectful of and responsive to individual patient preferences, needs, and values and ensuring that patient values guide all clinical decisions (IOM, 2001) Recognizes the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for the patient’s preferences, values, and needs (QSEN, 2014).

The nurse “will provide holistic care that recognizes an individual’s preferences, values, and needs and respects the patient or designee as a full partner in providing compassionate, coordinated, age and culturally appropriate, safe and effective care” (Massachusetts Department of Higher Education, 2010, p. 9).

Dimensions of PCC include respect for patients’ values, preferences, and needs, coordination and integration of care, information, communication, and education, physical comfort, emotional support, involvement of family and friends, transition and continuity, and access to care.

Components of Patient-Centered and Family-Centered Care Delivery Models include coordination of care conferences, hourly rounding by nurses, bedside reports, and the use of patient care partners. Additional components involve individualized care established on admission and an open medical record policy.

Communication as a Strategy to Support PCC involves effective interactions with patients, families, and colleagues, fostering mutual respect and shared decision-making to enhance patient satisfaction and health outcomes (Massachusetts Department of Higher Education, 2010, p. 27).

Empathetic communication fosters a supportive relationship. This includes: listening carefully, using appropriate vocabulary, calling patients by their preferred names, and providing timely responses to needs. Nonempathetic communication can hinder patient relationships and is characterized by interrupting patients, using inappropriate vocabulary, or scolding patients.

Kleinman’s questions help to gauge patient perception of their problems and facilitate communication regarding treatment. Patient education, aimed at improving health behaviors, includes cognitive, psychomotor, and affective learning.

The Health Belief Model emphasizes patient perception of illness, treatment benefits, and barriers as key factors affecting decision-making. Strategies for effective patient education involve assessing learning needs, readiness, and any barriers to comprehension.

Nurses should utilize various teaching methods that accommodate different learning styles and assess the effectiveness of educational materials before implementation. Special considerations for older adults and cultural aspects should also be integrated into the planning and evaluation process to ensure equitable care delivery.

Paper For Above Instructions

Patient-centered care (PCC) is an essential approach to nursing practice that places the patient at the core of all healthcare decisions. This model of care not only respects but actively incorporates patients' values, preferences, and needs into their treatment plans. The Institute of Medicine (IOM, 2001) defines PCC as care that is respectful and responsive to the individual patient, ensuring that their values drive clinical decisions. This is further elaborated by the Quality and Safety Education for Nurses (QSEN, 2014), which treats patients and their designees as full partners in their care.

One of the fundamental competencies of nurses in providing PCC is to deliver holistic care that acknowledges and respects individual preferences and values. According to the Massachusetts Department of Higher Education (2010), nurses have the responsibility to create compassionate, coordinated care that is both culturally appropriate and effective. This holistic approach promotes a therapeutic relationship that ultimately enhances patient satisfaction and health outcomes.

Dimensions of PCC include elements such as respecting patients’ preferences and values, ensuring coordination and integration of care, fostering open communication, and emphasizing physical comfort and emotional support. These dimensions are crucial for delivering care that truly meets the needs of patients. For example, coordination of care is vital in ensuring that multiple healthcare providers are on the same page regarding treatment plans, thereby reducing the chances of miscommunication and errors (McCoy et al., 2020).

In practice, various delivery models support PCC and family-centered care. Key components include conducting regular care conferences, performing hourly rounds by nursing staff, implementing bedside reporting processes, and engaging patient care partners. These strategies provide opportunities for meaningful patient engagement and collaboration during care processes (Weiss et al., 2014).

Communication plays a pivotal role in executing PCC. It is defined by effective interactions between nurses, patients, and their families that cultivate mutual respect and shared decision-making (Massachusetts Department of Higher Education, 2010). Empathetic communication practices include active listening, using appropriate terminology, and addressing patients by their preferred names. In contrast, nonempathetic communication can have detrimental effects on patient-provider relationships. For example, interrupting patients or using condescending language can lead to feelings of disrespect and dissatisfaction (Halsall & Purdy, 2018).

Kleinman's questions serve as a tool for understanding patients' perceptions of their health issues, which can foster deeper engagement and help tailor care plans to their specific needs. Questions such as “What do you think has caused your problem?” or “What do you fear most about your treatment?” allow patients to express concerns that may be critical in adhering to treatment plans (Kleinman, 1988).

Education is also a significant aspect of PCC. Effective patient education encompasses three domains: cognitive, psychomotor, and affective learning. Through structured educational activities aimed at improving health behaviors, nurses can facilitate better health outcomes (Knowles, 1980). For instance, teaching strategies that align with the Health Belief Model (HBM) can enhance patient understanding of the severity and susceptibility to their conditions, motivating them to adhere to treatment plans (Rosenstock, 1974).

Evaluating a patient’s learning needs is a crucial step in the patient education process. Assessment involves understanding the information relevant to their health status, identifying potential barriers, and determining the support needed from caregivers (Bastable, 2014). By tailoring educational materials to individual needs, healthcare providers can ensure better comprehension and retention of vital health information.

Given the growing population of older adults, specific strategies are necessary to address age-related barriers to learning. Cognitive, visual, and hearing changes associated with aging can impact how these patients receive and process information (Kirk & Weller, 2016). For example, using larger font sizes and reducing background noise can facilitate better understanding for older patients. Additionally, culturally sensitive education that considers patients' backgrounds and beliefs is crucial for delivering effective care (Campinha-Bacote, 2016).

Finally, evaluation is essential in determining the effectiveness of patient-centered education. This includes measuring how well patients meet learning objectives and identifying any barriers that hinder their understanding (McCarthy, 2017). By continuously assessing and refining educational strategies, nurses can promote high-quality patient-centered care.

References

• Bastable, S. B. (2014). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. Jones & Bartlett Publishers.
• Campinha-Bacote, J. (2016). The Process of Cultural Competence in the Delivery of Healthcare Services: A Model of Care. Journal of Transcultural Nursing, 27(1), 92-102.
• Halsall, J., & Purdy, M. (2018). The Impact of Effective Communication on Patient Perceptions of Care. Patient Experience Journal, 5(1), 143-151.
• Kirk, R. C., & Weller, C. D. (2016). Age-related Barriers to Health Information. Journal of Aging Research, 2016.
• Kleinman, A. (1988). The Illness Narratives: Suffering, Healing, and the Human Condition. Basic Books.
• Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Cambridge Adult Education.
• McCarthy, E. (2017). Effective Evaluation of Patient Education: A Critical Review. Journal of Nursing Education and Practice, 7(2), 74-80.
• McCoy, L., et al. (2020). Care Coordination in Patient-Centered Medical Homes. Journal of Ambulatory Care Management, 43(3), 182-191.
• Rosenstock, I. M. (1974). Historical Origins of Health Belief Model. Health Education Monographs, 2(4), 328-335.
• Weiss, M. E., Costa, L. L., & Costa, T. L. (2014). Family-Centered Care in Acute and Critical Care Settings: A Review. Critical Care Nursing Quarterly, 37(3), 204-215.