Education week 1 chapter 1

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Chapter 1: Overview of Education in Healthcare

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AGENDA
Lecture (60 minutes)
Break (10 minutes)
In-Class Activity (30 minutes)
Break (10 minutes)
Quiz Completion and Grading ( 25 minutes)

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OBJECTIVES
1) Student will have an understanding of the teaching role of
health professionals and be able to identify the purposes,
goals, benefits of clients and staff/student
2) Student will be able to demonstrate an understanding of
health literacy through discussion
3) Students will be able to demonstrate the ability to educate the
client, caregiver, family, and significant others to facilitate
skills on areas of occupation as well as prevention, health
maintenance, and safety through the ability to compare the
education process to healthcare practice with a brief
education write-up plan for an adaptive device

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Think, Pair, Share!
#1
Think of a time when you or a family member
received education from a healthcare
professional?
What was it and how did it impact and/or benefit
you?
Think about your answer (or write it down) and
share with a partner!

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Purpose of the
Chapter
 Historical Evolution of teaching as part of the health
professional’s role
 Offer a perspective on the current trends in health care that
make the teaching of clients a highly visible and required
function of healthcare delivery
 Addresses the continuing education effort required to ensure
ongoing practice competencies of health personnel
 Addresses the learning process, identifies barriers to teaching
and obstacles to learning and research

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Historical Foundations
To:
Inform
Encourage
Caution

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Formative Period
(Mid 1800s to Turn of the 20th Century)
Key Factors:
 Emergence of the nursing profession
 Surplus of Physicians
 Technological developments
 Patient-caregiver relationships
 Spread of TB
 Growing interest in the welfare of mothers and children

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1930-1960
 Quiet for patient education
 First Literature began to appear in 1950s
 National TB Association started to teach patients and families
about the disease and treatment

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1960-1970s
 Education was seen as specific to individual patients rather
than providing general public health education
 Civil Rights Movement, Women’s Rights Movements,
Consumer and self-help movement
 Public Health Service funded several patient and family
education projects
 1964- American Medical Association held first National
Conference on Health Education Goals
 1971- President Nixon appointed a committee that recommended
hospitals offer health education to families of patients
 1973- Patient’s Bill of Rights published

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1990s-Present Day
 Accreditation Manual for hospitals published by the Joint
Commission on Accreditation of healthcare organizations
 Healthy People 2000, 2010
 New Definition of Teaching Role
 Embrace a personal ethic of social responsibility
 Evidence based clinically competent care
 Preventative health care
 2006- 5 Million Lived Campaign

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Paradigm Shift of Education
Approaches
Disease Oriented (DOPE)
TO
Prevention Oriented (POPE)
TO
Health Oriented (HOPE)

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Trends Affecting Health Care
 Healthy People 2020
 Community, school, workplace outreach
 Political Emphasis on productivity, competitiveness in the
marketplace, and cost-containment measures
 Malpractice claims and disciplinary action for incompetence
 Demand for health information is expected to intensify

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Trends Cont
 Increase of chronic and incurable conditions
 Advanced technology
 Increase in self-help and support groups
 Lifestyle related diseases
 Aging in place, increase in older adult population
 What else?

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Purpose, Goals, Benefits of Client
and Staff Education
 Increase competence and confidence of clients for self-management
 Increase consumer satisfaction
 Improve quality of life
 Ensure continuity of care
 Decrease client anxiety
 Effectively reduce the complications of illness and the incidence of disease
 Promote adherence to treatment plans
 Maximize independence of ADL’s
 Energize and empower consumers to be actively involved in their health

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“Illness is a natural life process, but so is humankind’s
ability to learn therefore illness can become an
educational opportunity a “teachable moment” when ill
health suddenly encourages patients to take a more
active role in their care”

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The Education Process
Assessment
Planning
Implementation
 Evaluation
 Ascertain learning needs, readiness
to learn, and learning styles
 Develop a teaching plan based on
mutually predetermined behavioral
outcomes to meet individual needs
 Perform the act of teaching using
specific instructional methods and
tools
 Determine behavior changes in
knowledge, attitudes, and skills
Healthcare Practice Education Process

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Learning
“ change in behavior that can be observed or measured and that
occurs at any time or in any place as a result of exposure to
environmental stimuli”

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ASSURE Model
A: Analyze the learner
S: State the Objectives
S: Select the instructional methods and materials
U: Use the instructional methods and materials
R: Require learner performance
E: Evaluate the teaching plan and revise as necessary

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“A health professional needs a great deal of knowledge and skill
to carry out the role as educator with efficiency and
effectiveness.”
–Bastable, Gramet, Jacobs, & Sopczyk, 2011

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Paradigm Shift
 Role of educator has shifted from the traditional position of
being the giver of information to that of a process designer and
coordinator
 Emphasis on facilitation of learning from a nondirective rather
than a didactic teaching approach
 Move away from teacher teaching and focus on the learner
learning
 Clients must be actively involved in order to increase
comprehension, recall, and application of information

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Think, Pair, Share!
#2
Think of some barriers an educator may
face to teaching?
Ex: Student doesn’t want to learn
Think of some obstacles a student or patient
might face to learning?
Ex: Lack of resources

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Obstacles That Interfere with
Learning
 Health professionals must
confront many barriers when
educating others
 Barriers to teaching: impede
the health professional’s
ability to deliver educational
services
 Obstacles to learning:
negatively affect the ability of
the learner to pay attention to
and process information

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Barriers to Teaching
 Lack of time
 Lack of motivation and skill
 What else?

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Obstacles to Learning Cont.
 Lack of time
 Stress of illness
 What else?

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What is OT doing about Client
Education?
 Technology!
 61% of people use the internet for medical information
 17% of adults use mobile devices for this (Weaver, Lindsay, &
Gitelman, 2012).
 Out of 1,434 health care–related blogs, only 297 were written by
health care professionals (Kim, 2012).
 90% of 1,040 young adults who share health information on social
networks trust the information they find on online (Weaver et al.,
2012).

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In-Class Activity: ASSURE Model
 Break up into groups no more than 5 people
 Choose an adaptive device
 Complete the worksheet and create an education plan
regarding ASSURE model
 You can choose a demographic of patient!
 Be prepared to share to class!

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ASSURE EXAMPLE
 Adaptive Device: Weighted Cup
 A: Clients with Early stage Parkinson's
 S: To successfully drink out of a cup without spilling
 S: Weighted cup and handout on how it works
 U: Demonstrate first and then supervise practice without liquid
and then with liquid
 R: Continue with the practice and get a feel of comfort level
 E: Add other weighted utensils to education plan as well

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Objectives
1) Student will be able to have an understanding of the evolution of
the teaching role of health professionals and be able to identify
the purposes, goals, benefits of clients and staff/student
2) Student will be able to demonstrate an understanding of health
literacy through the discussion and understanding of barriers to
teaching and obstacles to learning
3) Students will be able to demonstrate the ability to educate the
client, caregiver, family, and significant others to facilitate skills
on areas of occupation as well as prevention, health
maintenance, and safety through the ability to compare the
education process to healthcare practice with a brief education
write-up plan for an adaptive device

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The End!
Quick Review for quiz!

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References
 Bastable, B., S, Gramet, P., Jacobs, P., Sopczyk, L. (2011).
Health professional as educator; principles of teaching and
learning. Sudbury, MA: Jones & Bartlett Learning.
 Alger, B., Farr, L., Fink, C., McCarthy, M., Milazzotto, C.,
Goodman, G., & DeMarco, J. (2015). Client education: Using
strategies and technologies to improve practice. OT Practice
(20)1, 7–10. - See more at: http://www.aota.org/publications-
news/otp/archive/2015/01-19-15/client-
education.aspx#sthash.1mNbi6OT.dpuf

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