HLT-306 Topic 4 Assignment: Explain how the change in the patient’s status through the years has affected patient education.
HLT-306 Topic 4 Assignment: Explain how the change in the patient’s status through the years has affected patient education.
Assessment Description
Write a short (50-100-word) paragraph response for each question. This assignment is to be submitted as a Microsoft Word document.
Define negotiation as it applies to patient education.
Explain how the change in the patient’s status through the years has affected patient education.
List the pros and cons of negotiation.
Describe the general conditions that would be included in a patient contract.
Discuss old age and the baby boomer.
List several generational, religious, and cultural differences between the 30-year-old health care professional and the elderly patient.
Explain some of the barriers to patient education of the elderly and discuss their special needs.
List ways to best approach patient education of the elderly.
Discuss some cultural and religious beliefs about death that you have encountered.
Explain why it is important to discuss death and dying with the elderly patient and what the impact is on all involved.
Explain how to teach a patient with a life-threatening illness.
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Negotiation in Patient Education
Good negotiation skills are integral in patient interaction and quality health services. Negotiation is a means of conflict resolution whereby involved parties find new accepted conditions to maintain their partnership (Pérez-Yus et al., 2020). The effectiveness of negotiation is determined by several factors such as age, mindfulness, emotional intelligence, extraversion, openness, conscientiousness, achievement motivation, and negotiation styles among others (Pérez-Yus et al., 2020). The patient should be able to raise questions and concerns that need to be addressed adequately by the healthcare provider. The negotiation should be integrative with no dictation or issuance of ultimatums. Appropriate alternatives should be available in case no common ground is reached.
Change in the Patient’s Status and Its Effects on Patient Education
There have been notable evolutions in patient education and health literacy. This is attributed to the use of technology and the implementation of health policies to promote health. Strategies to provide culturally and religiously sensitive healthcare has seen a diversity of patients utilizing health services since their needs are attended to adequately. Health education programs have resulted in improved health behaviors, disease outcomes, and quality of life of patients attributed to the resultant better perceptions, positive health-promoting behaviors, treatment adherence, patient self-efficacy, and self-management (Correia et ., 2020). Health promotion has also led to reduced stigma related to various health conditions thus patients are more prone to utilize health education services.
Pros and Cons of Negotiation
There are several cons and pros of a negotiation. Good negotiation leads to new integrative solutions to existing conflicts or problems and align the interests of the involved stakeholders (Schaller et al., 2022). It also provides insights into the perception of the situation by the parties involved. Effective negotiations also improve the relationships of the stakeholders stemming from shared decision-making. Increased satisfaction improves the quality of care for patients. Outcomes from dominating negotiations could, however, lead to dissatisfaction and a poor patient-provider relationship. This could lead to the reduced utilization of healthcare services resulting in adverse patient outcomes.
General Conditions Incorporated in a Patient Contract
Patient contracts are documents that contain agreements between the patient and the healthcare professional regarding treatment interventions. It provides evidence of the patient’s decision-making and is legally binding in case of a breach of the terms. The information in the patient contract includes the demographics of the patient and provider, the desired intervention or service, the plan of action, the benefits and risks of the service, the expected outcomes, and the individual roles of the parties involved (Gallagher et al., 2022). The consequences of not complying with the service are also outlined. The healthcare professional needs to ensure that the patient understands all the matters regarding the service before the implementation of the terms of the patient contract.
Old Age and the Baby Boomer
Old age is associated with increased healthcare demands due to declining general health, prevalent chronic medical disorders, mental, and physical impairment. The baby boomer generation consists of individuals born between 1946 and 1964 (Kirkman et al., 2021). They were born after world war II and they experienced a lot of instabilities and social changes. These changes may have implications on their perception of health and healthcare services rooted in their culture. This generation currently contributes to the aging population in healthcare. Strategies should be put in place to meet their healthcare needs putting into consideration their values and preferences.
Generational, Religious, and Cultural Differences Between a 30-year-old Healthcare Professional and an Elderly Patient
There is an inevitable interaction of culture, religion, and healthcare within the healthcare setting. The quality of patient care can be significantly impacted by the healthcare professional’s knowledge and skills on matters regarding the patient’s religion and culture and the ability to refer patients for religious services (Dillard et al., 2021). The perception, attitudes, and behaviors of healthcare professionals toward a patient’s culture and religion also affect patient-provider interactions (Dillard et al., 2021). The elderly patient may have a strong cultural and religious leaning thus the need for the healthcare professional to be competent in providing culturally and religiously appropriate patient care. This will ensure that the needs of the patient are addressed effectively and efficiently.
Geriatric Special Needs and Barriers to Elderly Patient Education
The geriatric population is predisposed to adverse health outcomes. This is attributed to pre-existing multiple comorbidities and frailty, and a decline in the physical, cognitive and social functional status (Ghimire et al., 2022). This decline dictates the geriatric needs of an elderly individual. Elderly patients can benefit from patient education in dealing with these health conditions through self-management and self-efficacy practices. Barriers to this patient education include distorted beliefs and attitudes toward conventional medical practices, health illiteracy, and the aforementioned decline in functional status (Kim et al., 2020). Measures should be put in place to address geriatric-specific barriers to patient education.
Approach to Elderly Patient Education
The health education of the elderly population should take the best possible approach to encourage its uptake. Some of the facilitating factors include empowerment and engagement of the community in elderly patient education, creating an environment that is conducive and friendly in elderly health promotion, and availing healthcare services close to the residence of elderly individuals (Ferreira et al., 2022). There should also be a provision of age-friendly health promotion materials that will serve elderly patients including those with low health literacy levels. Elderly patient education should be offered simply and clearly so that it is easy to comprehend and adopt.
Cultural and Religious Beliefs about Death
Cultural and religious practices are dictated by the beliefs of individuals. Judaism for example dictates that life and death are God’s will (Choudry et al., 2018). Jews, therefore, lead their lives in conformity with the teachings of the Halacha. The termination of life is not permitted so is the termination of life-sustaining interventions during the end-of-life care of an individual. Since life belongs to God, other practices such as euthanasia and suicide are condemned.
Importance and Impact of Discussions of Death and Dying
End-of-life discussions can be challenging to the patient, healthcare team, patient’s family, and all the others involved. These discussions are a prerequisite to quality end-of-life care. The patient expresses their concerns and needs for a comfortable and dignified death. They also air their treatment preferences directly or through advanced directives. These discussions also help the patient and their families understand the nature of the patient’s illness, the imminent death, and available end-of-life care interventions. Anxiety and stress are reduced since all the stakeholders get to process and accept the imminent demise. Key decisions are also made during these discussions such as termination of life-prolonging measures which minimizes the occurrence of ethical conflicts and legal litigation to the healthcare team.
Teaching a Patient with a Life-Threatening Illness
It is the healthcare professional’s responsibility to teach patients about their life-threatening illnesses in an empathetic and compassionate manner. Issues that will be addressed include patient knowledge about the critical nature of their illness, danger signs and disease-associated symptoms, concerns of the patient, available interventions, and escalation of care (Mackintosh et al., 2020). The healthcare provider should be truthful about the expected course of the illness and inform the patient of expected eventualities including death. The information will guide the patient in making informed decisions regarding their care.
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References
Choudry, M., Latif, A., & Warburton, K. (2018). An overview of the spiritual importances of end-of-life care among the five major faiths of the United Kingdom. Clinical Medicine, 18(1), 23-31. https://doi.org/10.7861/clinmedicine.18-1-23
Correia, J. C., Waqas, A., Aujoulat, I., Davies, M. J., Assal, J.-P., Golay, A., & Pataky, Z. (2022). Evolution of therapeutic patient education: A systematic scoping review and scientometric analysis. International Journal of Environmental Research and Public Health, 19(10), 6128. https://doi.org/10.3390/ijerph19106128
Dillard, V., Moss, J., Padgett, N., Tan, X., & Kennedy, A. B. (2021). Attitudes, beliefs and behaviors of religiosity, spirituality, and cultural competence in the Medical Profession: A cross-sectional survey study. Plos One 16(6). https://doi.org/10.1371/journal.pone.0252750
Ferreira, R., Baixinho, C. L., Ferreira, Ó. R., Nunes, A. C., Mestre, T., & Sousa, L. (2022). Health Promotion and Disease Prevention in the elderly: The perspective of nursing students. Journal of Personalized Medicine, 12(2), 306. https://doi.org/10.3390/jpm12020306
Gallagher, E., Alvarez, E., Jin, L., Guenter, D., Hatcher, L., & Furlan, A. (2022). Patient contracts for chronic medical conditions. Canadian Family Physician, 68(5), e169-e177. https://doi.org/10.46747/cfp.6805e169
Ghimire, K., & Dahal, R. (2022). Geriatric Care Special Needs Assessment. In StatPearls. StatPearls Publishing.
Kim, M., & Oh, S. (2020). Nurses’ Perspectives on Health Education and Health Literacy of Older Patients. International Journal Of Environmental Research And Public Health, 17(18), 6455. https://doi.org/10.3390/ijerph17186455
Kirkman, M., & Fisher, J. (2021). Promoting older women’s mental health: Insights from Baby Boomers. PloS one, 16(1), e0245186. https://doi.org/10.1371/journal.pone.0245186
Mackintosh, N. J., Davis, R. E., Easter, A., Rayment-Jones, H., Sevdalis, N., Wilson, S., Adams, M., & Sandall, J. (2020). Interventions to increase patient and family involvement in escalation of care for acute life-threatening illness in community health and hospital settings. The Cochrane Database of Systematic Reviews, 12(12), CD012829. https://doi.org/10.1002/14651858.CD012829.pub2
Pérez-Yus, M. C., Ayllón-Negrillo, E., Delsignore, G., Magallón-Botaya, R., Aguilar-Latorre, A., & Oliván Blázquez, B. (2020). Variables associated with negotiation effectiveness: The role of mindfulness. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01214
Schaller, M. D., & Gatesman-Ammer, A. (2022). Introducing conflict resolution and negotiation training into a Biomedical Sciences graduate curriculum. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03494-5
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