Continuing Nursing Education activity--Communication: An important assessment and teaching tool

Dreger, Vicki

doi:10.1067/min.2001.115711

Cited by 1 publication

(1 citation statement)

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“…Use metaphors comparing the patient's care to their life situation (Anonymous, 2008; Behar-Horenstein et al, 2005 ) Determine the patient's barriers to health literacy (Paasche-Orlow, 2011 ). Assessing the ability to learn may include interview or observation (Behar-Horenstein et al, 2005 ) Use easy to understand language (Kripalani & Weiss, 2006 ; Margolis, 2004 ; Posma et al, 2009 ) Use an interpreter if a patient requires one due to language or disability (Dreger, 2001 ; Lieu et al, 2007). Avoid using technical terminology or medical jargon (The Joint Commission, 2010) Overcoming barriers to learning Provide information in several different ways to make sure the patient understands (Skorpen & Malterud, 1997 ).…”

Section: Models Of Verbal Educationmentioning

confidence: 99%

Strategies for improving the quality of verbal patient and family education: a review of the literature and creation of the EDUCATE model

Marcus

2014

Health Psychology and Behavioral Medicine

162

148

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Objective: Patient and family education includes print, audio-visual methods, demonstration, and verbal instruction. Our objective was to study verbal instruction as a component of patient and family education and make recommendations for best practices for healthcare providers who use this method. Methods: We conducted a literature review of articles from 1990 to 2014 about verbal education and collaborated on departmental presentations to determine best practices. A survey was sent to all nursing staff to determine perceptions of verbal education and barriers to learning. Results: Through our work, we were able to identify verbal education models, best practices, and needs. We then constructed the EDUCATE model of verbal education, which built upon our findings. Conclusion: Verbal education of patients and family members requires a multidisciplinary approach that takes into account learning styles, literacy, and culture to apply clear communication and methods for the assessment of learning. Providers need the skills, time, and training to effectively perform patient and family verbal education every time they care for patients. Further research needs to be performed on how to test, document, and quantify patients' comprehension and retention of verbal instructions.

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