Considerations and strategies for educating stroke patients with neurological deficits

Abstract

Objective: The objective of this article is to increase awareness and provide information for providers to guide educational strategies about potential obstacles encountered while educating patients with neurological deficits. Background:Stroke is the third leading cause of death worldwide. Those who survive are often left with disabilities that decrease quality of life and increase a need for institutional care. One quarter of patients diagnosed with stroke annually have had a stroke previously. Identification of personal risk factors and learning methods for controlling them is the first steps in preventing recurrent stroke. Conclusion:Educating patients about personal risk factors is not only a quality indicator for Joint Commission accredited stroke programs, but also education is associated with decreased readmission rates. However, the variety of neurological deficits seen in the stroke population can present a significant educational barrier.Practice Implications: Understanding the complexity and impact of neurological deficits affecting patients who have suffered a stroke may provide improved secondary prevention efforts. Providers who are able to fully evaluate educational needs and use this knowledge to individualize stroke education are essential in improving stroke outcomes through risk factor management and early recognition of recurrent stroke.

Educational technologies for health education on stroke: an integrative review

“…The process of health education for patients with stroke and their family members is essential in the fight against the illness situation imposed by the disease. In addition to the supply of materials, commonly printed, instrumental support for the development of knowledge and skill is part of the preparation of patients and family caregivers to live with chronic condition (39) .…”

“…Educational technologies about stroke need to contain reliable information, as well as to present content in ways that people can understand what is transmitted and use this knowledge over time, according to their educational needs (39) . To that end, a fundamental element is the quality of the educational material, which requires the use of language and illustrations compatible with the culture and schooling of the target audience, in order to seek an easy understanding of the subject (40)(41) .…”

Determining the feasibility and preliminary efficacy of a stroke instructional and educational DVD in a multinational context: a randomized controlled pilot study

“…32 These patients may require alternative methods of education. 33 The use of additional or alternative modes of delivery to support individualized instruction and education also requires consideration. A more flexible mode of delivery tailored to a brief assessment of current needs, with the capacity to meet changing needs of patients as they adjust to life post stroke, may be more beneficial.…”

Nurse-Led Intervention to Improve Knowledge of Medications in Survivors of Stroke or Transient Ischemic Attack: A Cluster Randomized Controlled Trial

“…This could involve education tailored to individual learning abilities and skills. For instance, it is known that survivors of stroke are often less receptive to knowledge of secondary prevention measures than people with other conditions, as a result of their neurological deficits (19), or cognitive deficits related to old age (9). Therefore, specific education strategies or methods to overcome these learning abilities should be adopted.…”