Patient and Family Health Education Policy. Mohamed Anwar Salleh GH0005. All KHUH Health Care Providers. Date Title Name Signature

Transcription

1 Document title: Patient and Family Health Education Policy Document control Date first issued: March 2014 Document effective date: March 2014 Author: Patient and Family Education Chapter Team Reviewed by: Document ref: Applicability: Mohamed Anwar Salleh All KHUH Health Care Providers Next review date due: March 2017 Approvals: Date Title Name Signature Nursing Affairs Director Dr Fairouz Alhourani Director of Diagnostic Departments, Rehabilitation and Allied Health Services Lt. Colonel (Dr.) Khalid Ahmed Al Sindi Chief of Medical Staff Prof. Martin Corbally CEO Maj. Gen. (Dr.) Salman Alkhalifa Page 1 of 9

2 Revision history: Date Revision # Revision details Page 2 of 9

3 1. Policy Purpose: 1.1 To ensure the patient and family are provided with an appropriate health education that can enhance their knowledge, skills and those behaviours necessary to fully benefit from healthcare interventions. 2. Detailed Policy Statement: 2.1 Education shall support patient and family participation in care decisions and to assists them in making informed decision. 3. Definitions: 3.1. Health Care Provider: A person who is licensed, certified, or otherwise authorized or permitted by law to provide care in terms of helping in diagnosing, preventing, treating, or alleviate illness or disability in the ordinary course of that care Admitting Nurse: The Registered Nurse who conducts the nursing initial assessment 3.3. Attending Health Care Professional: All license members of staff who provide direct care to the patient PHER: Patient Health Education Record (PHER) - is a multidisciplinary document used by KHUH to record all health education conducted by all Healthcare Providers Learner: Patients, families and or their caregivers 3.6. Educational needs: Determine by assessing what are the specific knowledge, skills and attitude which the patient and or family requires to alter their health behaviours or improve their health status Barriers: Obstacles that may prevent easy delivery of health care information which may include patient s literacy level, health care literacy, educational level, language, culture and religious belief, emotional state and motivation to learn, physical/functional and cognitive barriers. 4. Areas of Responsibility: 4.1 All Health Care Professional are responsible for implementing these procedures. 5. Procedures for Implementation: 5.1. Every patients file should have patient education needs assessment and education form The form is a permanent record that should be updated every time the patient is seeking care in the facility The Admitting Nurse during the inpatient nursing initial assessment interview, or the Attending Health Care Professional during outpatient visit or emergency visit, is to determine and identify any barriers that may influence the patient s and family s ability to learn. Page 3 of 9

4 The barriers may include, but not be limited to the patient and family s: Literacy level Health care literacy level Educational level Language barrier Culture and religious belief Current emotional state and motivation to learn Physical/Functional impairment and cognitive impairment 5.4. The Admitting Nurse or Attending Health Care Professional is to document any identified barriers and its intervention on the Patient Health Education record (PHER) All attending Health Care Professionals are to refer to the PHER prior to assessing the educational needs of the patient and family. Health Care professionals are to seek the assistance from the appropriate available health services such as language interpreter, speech and language therapist, religious guidance to assists with the educational needs assessment and subsequent patient education, when such barrier(s) is identified Request referrals for appropriate health service assistance can be made when indicated via the patient s attending physician such as: Barriers Referrals Language barrier Obtain translator through Nursing Shift Supervisor Cultural/Religious belief Religious Guidance Emotional state and motivation to learn Psychiatrist/Psychologist Physical / Functional and cognitive impairment Speech and Language Therapist 5.6. Attending Health Care Professionals are to identify who would be the required learner(s) and to assess the learner s baseline knowledge, skills and attitude about their respective health service, prior to providing their respective identified health service education and or information The educational need assessment and education subjects should include but not be limited to: Diagnosis Care plan and treatment When and how to call for assistance, if patient and or family have any concerns or when a change in patient s condition Infection prevention and control Informed Consent Medication (safety, effects/ side effect, interactions) Diet / Nutrition Medical equipment Implants/Prosthesis/Implantable/remote monitoring device Discharge education including explanation about when to seek emergency care Fall Risk Education Pain Management Rehabilitation Patient's and Family Rights Page 4 of 9

5 5.8. The method of education can include verbal instruction and skills demonstration. Instruction and education will be in the primary language of patient/family when possible When available, Patient Education Leaflets should be provided to act as reinforcement to the provided education but cannot be substituted as the only means of patient education Attending Health Care Professionals are to evaluate the learner s learning outcomes by determining the learner s ability to recall, imitate and or receiving the patient education: Not receptive to teaching / no learning Unable to recall basic concept Recall basic concept with assistance Recall and imitate basic concept with assistance Recall basic concepts without assistance Recall and imitate basic concepts without assistance All Attending Health Care Professionals who provide the patient education are to document on the PHER the education needs assessment, patient education topic, method of education and reinforcement and the evaluation All Health Care Professionals shall collaborate to provide education to patients and families Attending Nurse shall indicate re-assessment of patient/family learning needs in case of any change in patient condition and arise of new needs. 6. Related Policies GH0006 Patient s and Family Rights Policy. GH0011 Guidelines in obtaining Informed Consent from Patients Policy. 7. Appendices Appendix 1 - Patient Health Education Process Flowchart Appendix 2 - Patient Health Education Record (PFHER). 8. References for more Information. None. Page 5 of 9

6 Appendix 1 Patient Health Education Process Flowchart 1. Barriers Attending Nurse or Attending Health Care Professional identifies the barriers and its intervention for learning and highlight on the PHER All attending Health Care Professional are to refer to PHER prior to providing patient education and may seek assistance from appropriate available health service for assisatnce via the Physician 2. Education needs assessment All attending Health Care Professional will identify who would be the required learner(s) and to determine the education needs 3. Patient Education All attending Health Care Professional are to include verbal instruction and or skills demonstration and reinforced with available Pateint and Education Leaflets. All attending Health Care Professional are to evaluate the learning outcomes and document on the PHER Patient Health Education Process Flowchart Mar, 2014 Ver.1 GH.FC.0001 Page 6 of 9

7 Place patient identification label or write below: Name: Appendix 2 PATIENT AND FAMILY HEALTH EDUCATION RECORD CPR No. DOB: (Instructions: please refer to the table below for the recording of the corresponding code / number) Learners Barriers Educational Needs Teaching Tools Evaluation P : Patient SO: Son S : Spouse D : Daughter M : Mother C : Caregiver F : Father O : Others Specify: Health care literacy level 2. Educational level 3. Language barrier 4. Culture and religious belief 5. Current emotional state 6. Motivation to learn 7. Physical/ Functional limitation 8. Cognitive limitation 9. Others specify: 1. Diagnosis 2. Care Plan and treatment 3. When and how to call for assistance, if patient and or family have any concerns or when a change in patient s condition 4. Infection Prevention and Control 5. Informed Consent 6. Medication (safety, effects/ side effect, interactions) 7. Diet / Nutrition 8. Medical equipment 9. Implants/Prosthesis/Implantable/remote monitoring device 10. Discharge education including explanation about when to seek emergency care 11. Fall risk education 12. Pain Management 13. Rehabilitation 14. Patient's Rights 15. Others Specify: 1. Written materials 2. Audio /Visual 3. Verbal 4. Demonstration 5. Others Specify: Not receptive to teaching / no learning. 1. Unable to verbalize basic concept. 2. Verbalizes basic concept with assistance. 3. Verbalizes and demonstrates basic concept with assistance. 4. Verbalizes basic concepts without assistance. 5. Verbalizes and demonstrates basic concepts without assistance No Barriers Patient and family health education record Mar, 2014 Ver.2 GH.F.0021 Page 7 of 9

8 Learner Barriers Educational Needs Teaching Tools Barriers Barrier Intervention: Referral via Physician only when needed: Health care literacy level and Educational level Provide basic education, adapt teaching pace and number of repetitions, provide short and concise information Language barrier Contact Nursing Supervisor Obtain translator Culture and religious belief Respect patient s values, beliefs, cultural and religious preference Religious Guidance Emotional state Establish confident relationship between patient and health care professionals, nonthreatening Psychologist/Psychiatrist climate, provide positive feed-back and support Motivation Provide holistic view on patient education and not only specific topic Psychologist/Psychiatrist Physical/ Functional Obtain visual, hearing aids, adapt material and method to limitations limitations: visual, hearing Cognitive limitations Divide information in small segments, adapt teaching pace and number of repetitions, involve education to spouse or caregivers Speech and Language Therapist Please use the corresponding code / number Please use the corresponding code / number Date/ Time TOPICS DISCUSSED Evaluation Staff Signature & Position/ Department Page 8 of 9

9 Learner Barriers Educational Needs Teaching Tools Please use the corresponding code / number Please use the corresponding code / number Date/ Time TOPICS DISCUSSED Evaluation Staff Signature & Position/ Department Page 9 of 9