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HealtH education PrinciPles in Patient education: A literature review of selected health education principles used in patient education

A patient may not be able to remember the important components of the treatment plan if too much information is given at one time or if he or she is not prepared to receive detailed information. The patient could possibly be overwhelmed and may be experiencing fear over the diagnosis of TB disease. It is possible that the patient could still be very sick and may be unable or unwilling to participate fully in an education session. The health care worker should be aware of the patient’s ability to pay attention and absorb health education messages and. | Region Syddanmark steno DAN GRABOWSKI BJARNE BRUUN JENSEN INGRID WILLAING VIBEKE ZOFFMANN- MICHAELA LOUISE SCHI0TZ STENO HEALTH PROMOTION CENTER - STENO PATIENT CARE CLINIC EDITORS BJARNE BRUUN JENSEN ANNE BACH STISEN GENTOFTE AUGUST 2010 GRAFISK DESIGN OG PRODUKTION AAKJ RS A S VEJLE PAPER BALANCESILK - 60 GENBRUGSPAPIR Recycled r J Supporting rMponelble USS w of forest resources TTQi www.fsc.org Certno. SW-C0M04155 p 01998 Forest Stewardship Council ISBN 978-87-92217-07-3 Contents Foreword 1 Patient health education principles 1.1 The latest Danish publications on patient education 1.1.1 Educators health professionals competencies 1.1.2 Patient skill sets 1.1.3 Health education research 1.2 Developing new patient education models 1.3 Method 1.4 Core concepts in patient education 1.4.1 Patient health education 1.4.2 Self-management 1.4.3 Self-efficacy 1.4.4 Empowerment 1.4.5 Quality of life 2 Theme 1 Multifacetted patient education 2.1 Identifying the problem 2.2 Trends in the literature 2.3 Conclusion and challenges 3 Theme 2 Individuals and context in patient education 3.1 Identifying the problem 3.2 Trends in the literature 3.2.1 Self concepts 3.2.2 Group and individually-based patient education 3.3 Conclusion and challenges 4 Theme 3 Participation and motivation 4.1 Defining the problem 4.2 Trends in the literature 4.2.1 Barriers to participation 5 7 7 8 8 8 10 11 11 13 13 14 14 15 17 17 17 19 21 21 22 23 24 25 27 27 29 30 4.2.2 Patient education - motivation for all 4.2.3 Compliance 4.3 Conclusion and challenges 5 Theme 4 Identity as a theme in patient education 5.1 Identification and problems 5.2 Trends in the literature 5.2.1 Roles 5.2.2 Broken identities and self-images 5.3 Conclusion and challenges 6 Theme 5 Professional skill sets 6.1 Defining the problem 6.2 Trends in the literature 6.2.1 Necessary skills 6.2.2 Barriers 6.2.3 Patients as educators 6.2.4 What knowledge 6.3 Conclusion and perspectives 7 Conclusion and future perspectives Bibliography .