EDUCATING FAMILIES WITH CHRONIC DISEASE Joanne Douthit RN MN CNS CPN College of Nursing University of Arizona Pediatric Pulmonary Center
Jan 20, 2016
EDUCATING FAMILIES WITH CHRONIC DISEASE
Joanne Douthit RN MN CNS CPNCollege of Nursing
University of ArizonaPediatric Pulmonary Center
Objectives
• Recognize role of chronic disease in health care
• Discuss role of interdisciplinary care• Identify components of educational process
– Developmental issues– Teaching methods– Learning styles– Barriers to learning
Chronic Disease
• Dominant health problem
• Principal cause of disability
• Consumes 78% of health expenditures
• Significant transformation of role of patient
Acute vs Chronic Disease
• Episodic• Passive role of patient• Usually cure• Returns to normal
• Continuous• Patient is experienced• Rare cure• Behavioral changes to
prevent worsening of disease
Chronic Disease
• Multiple facets of disease– Social concerns– Financial fears– Lower self esteem– Depression
Management
• Best provided by coordinated team of health care professionals
• Interdisciplinary care
• Individual discipline members provide service
Management
• Patient involvement with multiple professionals/physicians
• Continuity/integration of care critical
• Specialists must understand overall plan
Role of Patient in Chronic Disease
• Must adapt to ongoing therapy
• Involves change in behaviors
• Adjust to consequences of disease
• Patient becomes a principal caretaker
Role of Health Care Professionals
• Provide Education!– About disease– Treatment– Prognosis– Interpret symptoms– Understand
medications– Manage symptoms – Cope with emotions – Communication skills
Role of Health Care Professionals
• Skills – Medication delivery
• Spacer devices
• Nebulizer use
• Peak flow meters
• Asthma action plan
Developmental Stages
• Toddler (1 to 3 years)– Curious– Eager to learn new skills– Understands simple connection between ideas– Likes to mimic others
Developmental Stage
• Elementary School Age (6 to 12 years)– More complex thought processes– Developing confidence– Has a need to achieve and succeed– Friends and school are important
Developmental Stages
• Adolescents (13 to 18 years)– Peer influences– Separation from family– Development of personal identity– Rapid physical and sexual changes– Denial and immortality
Teaching Methods
• Games
• Videos/CD/interactive computer
• Role playing
• Visual demonstration
• Return demonstration
• Written materials
Learning Styles
• Visual– Must see skill demonstrated– Supplement with written material
Auditory
Hear explanation of skill
Kinesthetic
Hands on experience
Family Education is NOT
• Didactic
• Lists of “should do”
• Lecturing
• Waiting for request for help
Teaching Should Involve:
• Respect for patient
• Understanding of patient’s beliefs
• Co-mangement – agree on goals
• Demonstration/return demonstration of skills
Teaching Should Involve (cont’d)
• Keep it simple– Educate in increments– Involve all aspects of learning styles– Visual, Auditory, Kinesthetic– Repitition Repitition Repitition!!!– Reinforce
Barriers to Learning
• Lack of knowledge or skills– Educational level
• Lack of understanding– Long term consequences of uncontrolled disease
• Poor communication between professionals and family
• Lack of support
friends,family,community, professionals
Barriers to Learning (cont’d)
• Differences in Health Beliefs– Cultural – Religious
• Cost
Summary
Paradigm shift of responsibility towards the patient as primary caretaker
Understanding of developmental levels and learning styles necessary to develop educational methods
Identification of barriers to learning critical to success
THANK YOU!!