HLT 306 Older Adults Patient Education Issues Essay and Interview Assignment

HLT 306 Older Adults Patient Education Issues Essay and Interview Assignment

HLT 306 Older Adults Patient Education Issues Essay and Interview Assignment

Patient education is used by healthcare professionals to empower patients on how to care for themselves for improved health outcomes, well-being, and quality of life. Hence, the effectiveness of patient education matters greatly because of its association with health promotion and lifestyle changes (Fereidouni et al., 2019). Patient education enables patients to acquire the skills and knowledge necessary to provide proper self-care and improve their health. Additionally, patient education enhances compliance with treatment instructions including medications and self-care practices (Timmers et al., 2020). When patients engage in effective and proper self-care, they reduce the chances of unnecessary readmissions, emergency visits, and medical costs. The purpose of this assignment is to evaluate the value of patient education from a patient’s perspective.

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Providing patient education depends on the skills of the healthcare providers and the strategies used to deliver education. For example, nurses and other healthcare providers must consider the age of the patient, primary language, and other factors that might influence the patient’s understanding (Zhila & Raheleh, 2019). Effective communication skills also play an essential role in enabling an understanding of the educational content of the patient (Paterick et al., 2018). Examples of communication skills include being fluent, audible, and patient to answer questions. In essence, how patient education is offered influences the behavior of the patient towards health promotion (Heath, 2022). The following is an interview that describes a patient’s perspective towards patient education and the subsequent influence on their behaviors.

In the following excerpt, I interviewed a 76-year-old elderly patient who has just been discharged from the hospital after one week’s stay in the hospital for dyspnea. The patient is also diabetic and has hypertension.

Did a patient education representative give you instructions on how to care for yourself after your illness or operation?

Interviewee: I was given clear instructions, which I found easy to follow. The information was comprehensive and detailed describing all the activities I need to do. For example, the nurse explained the labels on medication and how to take them. I understood the schedules and the dosage instructions for all the medications.

Did a health care professional, pharmacist, nurse, doctor, or elder counselor advise you on your medication, diet, or exercise?

Yes, the nurse explained that some medications may cause side effects and that I should call my primary provider or emergency services when the symptoms are severe. The nurse also explained that I need to adhere to the strict diabetic diet provided by the nutritionist. She advised that I take a lot of fruits and vegetables and whole meals rather than processed products.

Who assisted you at home after your illness or operation?

When I got home, I was assisted by one of my church members, who has also been visiting me in the hospital along with the other church members. I am glad I have the support of my church members and community because all my children live out of town.

Do you know of any assistance services, i.e., food, transportation, medication, that would help you stay in your home as you get older?

I have heard my community members talking about agencies that provide food and other assistance to elderly people and the needy. However, I do not know how to contact them or access their offices.

Conclusion

Patient education is very critical for promoting health and well-being of patients. The goal of care it not just to be free of illness, but attain overall positive health outcomes. Providing effective health education helps patients gain adequate understanding and skills regarding their self-care activities. The interview reveals that healthcare providers give efficient patient education understandable to the patient. The patient also acknowledges the importance of patient education and its benefit in helping her manage her health.

References

Fereidouni, Z., Sabet, S. R., Hariri, G., Kuhpaye, S., Amirkhani, M., & Kalyani, M. (2019). Moving Into Action: The Master Key to Patient Education. J Nurs Res. , 27(1),1-8. doi: 10.1097/jnr.0000000000000280.

Heath, S. (2022). Why Patient Education Is Vital for Engagement, Better Outcomes. Patient Engagement, https://patientengagementhit.com/news/why-patient-education-is-vital-for-engagement-better-outcomes.

Paterick, T., Patel, N., Tajik, A., & Chandrasekaran, K. (2018). Improving health outcomes through patient education and partnerships with patients. Proc (Bayl Univ Med Cent), 30(1):112-113. doi: 10.1080/08998280.2017.11929552.

Timmers, T., Janssen, L., Kool, R., & Kremer, J. (2020). Educating Patients by Providing Timely Information Using Smartphone and Tablet Apps: Systematic Review. J Med Internet Res , 22(4):e17342. https://doi.10.2196/17342 .

Zhila, F., & Raheleh, S. (2019). Moving Into Action: The Master Key to Patient Education. Journal of Nursing Research, https://doi.10.1097/jnr.0000000000000280.

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Assessment Description
Write a 500-750-word essay on the influence patient education has in health care using the experiences of a patient. Interview a friend or family member about that person’s experiences with the health care system. You may develop your own list of questions.

Suggested interview questions:

Did a patient education representative give you instructions on how to care for yourself after your illness or operation?
Did a health care professional, pharmacist, nurse, doctor, or elder counselor advise you on your medication, diet, or exercise?
Who assisted you at home after your illness or operation?
Do you know of any assistance services, i.e., food, transportation, medication, that would help you stay in your home as you get older?
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Older Adults Patient Education Issues Essay and Interview – Rubric
Rubric Criteria
Total
150 points
Criterion

1. Unsatisfactory

2. Less Than Satisfactory

3. Satisfactory

4. Good

5. Excellent

Citations

Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)

0 points

No reference page is included. No citations are used.

1.95 points

Reference page is present. Citations are inconsistently used.

2.25 points

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

2.55 points

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.

3 points

In-text citations and a reference page are complete. The documentation of cited sources is free of error.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

4.88 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

5.63 points

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

6.38 points

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

7.5 points

Writer is clearly in command of standard, written, academic English.

Thesis Development and Purpose

Thesis Development and Purpose

0 points

Paper lacks any discernible overall purpose or organizing claim

5.85 points

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear

6.75 points

Thesis and/or main claim are apparent and appropriate to purpose

7.65 points

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

9 points

Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

Paragraph Development and Transitions

Paragraph Development and Transitions

0 points

Paragraph and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.

5.85 points

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

6.75 points

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

7.65 points

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.

9 points

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

Interview (Communication and Patient Education)

The student is expected to interview an older adult patient and not only record those responses, but to develop insight into how communication and patient education impact patient outcomes. Further, the student is expected to relate his/her own perceptions of the process and how the process affects his/her professional development.

0 points

Assignment not submitted. Or, if submitted, student does not demonstrate an understanding of the concept of how communication and education affect patient perceptions, including the implications for patient outcomes. Does not address the requirements specified in the assignment.

78 points

Demonstrates only minimal understanding of how communication and education affect patient perceptions, including the implications for patient outcomes. Only minimally addresses the requirements specified in the assignment. Demonstrates only minimal abilities for developing interviewee responses beyond mere recording of those responses.

90 points

Demonstrates understanding of how communication and education affect patient perceptions, with only slight misunderstanding of the implications for patient outcomes. Satisfactorily addresses the requirements specified in the assignment. Provides a basic development of the interviewee’s responses.

102 points

Demonstrates acceptable understanding of how communication and education affect patient perceptions, including a clear rationale of the implications for patient outcomes. Satisfactorily addresses the requirements specified in the assignment. Develops a clear presentation of the interviewee’s responses, including their (the student’s) own reactions. Utilizes some examples and one academic resource to reinforce their rationale.

120 points

Demonstrates thorough knowledge of the concepts involved in patient communication and education as well as a solid rationale for the patient outcomes and implications. Develops a clear, thorough presentation of the interviewee’s responses. Satisfactorily addresses all the requirements specified in the assignment. Develops a thorough self-reaction to the patient’s responses and their implications, including how the interview has impacted their own professional development. Incorporates relevant examples and several academic resources to reinforce points made and rationale for them.

Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier)

Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier)

0 points

GCU template is not used appropriately or documentation format is rarely followed correctly.

0.98 points

GCU template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

1.13 points

GCU template is used, and formatting is correct, although some minor errors may be present.

1.28 points

GCU template is fully used; There are virtually no errors in formatting style.

1.5 points

All format elements are correct.