Patient teaching brochure assignment

Patient teaching brochure assignment

Patient teaching brochure assignment
Each student will develop a patient teaching brochure for a patient  (ABOUT FLU) I need a little information about the brochure and the brochure  the student has cared for in the clinical setting or an experience you had with a patient in the past. The patient teaching content should be based upon evidence but also include the considerations included in the patient teaching module related to culture, age, and reading level. You will write the information on the discussion board and attach the brochure to it.

Patient teaching brochure assignment

The assignment will be evaluated based upon the following criteria:

1. Cultural considerations                                                           
2. Age considerations & accommodations                               
3. Reading level calculations & considerations                        
4. Effective use of technology and creativity                          
5. Logical presentation and organization               

The need for patient education is widely recognized in the medical community (Behar-Horenstein et al., 2005). Well-educated patients are better able to understand and manage their own health and medical care throughout their lives. Patient–provider

communication is a key element of patient education and is often used in conjunction with other teaching practices. is effective when patients receive accurate, timely, complete, and unambiguous messages from providers in ways that enable them to participate responsibly in their care. Patient understanding of information communicated by healthcare providers can lead to enhanced patient satisfaction, better compliance with treatment instructions, improved outcomes, and decreased treatment times and costs (Behar-Horenstein et al., 2005; The Joint Commission, 2010). Patient education is also a requirement for accreditation of healthcare facilities.

Top nursing paper writers on hand to assist you with assignment : Patient teaching brochure assignment

In a study of adult patients and visitors enrolled at four Boston-area emergency departments (N = 1010), 24% of participants listed speaking with an expert as their preferred educational modality. That metric was even higher for various demographic groups: 32% of Hispanic respondents and those with less than a high school education preferred verbal education (Kit Delgado, Ginde, Pallin, & Camargo, 2010). Effective verbal patient education has been shown to improve the patient’s ability to care for him or herself post-discharge, thus reducing morbidity and mortality. Patient education has also resulted in improvements in the patients’ hospitalization experiences, including lessening of pain and anxiety (Montin, Johansson, Kettunen, Katajisto, & Leino-Kilpi, 2010). If improved communication results in better self-care, future medical interventions may be needed less frequently (Kripalani & Weiss, 2006).
Not all patient education is successful. In reality, communication is often partially understood, misunderstood, or misinterpreted. Even with the best of intentions, patient education that fails to educate can lead to adverse events or poor outcomes. The Joint Commission studied patient–provider communication as the root cause of sentinel events and found that poor oral communication caused 10% of these events (The Joint Commission, 2010).
The Brigham and Women’s Faulkner Hospital (BWFH) Patient/Family Education Committee set out to explore literature on verbal education and barriers to effective education. Our goal was to share our own internal methodologies and develop a new model of verbal education that included recommendations for best practices for healthcare institutions and providers. While verbal education should be just one part of an integrated, multimodal patient education session, it is vital that it be delivered in a fashion that augments the patient’s learning, comprehension, and retention.