I think the comprehensive method, person centred is very efective.

Simple clinical demonstration: Use simple technique applicable to your patient level of education, with simple words, will be effective in patient education because the patient will touch and try by themselves so the info. will be part of their  daily life activities. I tried this way with patient when teach them how to make breast self examination & it was very effective with them 

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 Recognising Hunger

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2.         Ciampolini M. (Invited Speaker) Learning sensations of pre-meal hunger: effects on energy intake, body weight and insulin sensitivity. In:  “Modifying Eating Behavior: Novel Approaches for Reducing Body Weight, Preventing Weight Regain and Reducing Chronic Disease Risk”. ASN’s Annual Meeting & Scientific Sessions at Experimental Biology 2014, April 26-30, 2014.

Hi Nader

The answer depends on the goal of the patient education. E.g. if you want to increase knowledge, you can use any pedagogical/ androgogical theory. Using additional written materials (not only verbal explaining) enhances the effect. Judging baseline knowledge (simply by asking patients) and health literacy of the patients are important aspects of tailored information. If the content is information about a specific disease, I find the common sense theory (Leventhal) very useful.

If you want to increase skills (e.g. skill to self-inject), I find social-cognitive theory (including the promotion of self-efficacy) very useful. + giving patients enough time to practice and get feedback under supervision of nurses.

If you want to change life style/ teach health promotion, the task is diffcult. State of the art-theories are the Transtheoretical Model of Change (Prochaska/ DiClemente) and Motivational Interviewing (Rollnick/ Miller). Changing every day behavior is not a matter days, but of an effort over several intervention points + ongoing support/ feedback.

Regards, Robert

Comprehensive health education works best for all clients under treatment. Nurses never have the time to give a leisurely health education. In my clinical experience, when you are at a client's bedside, your conversation can be purposeful: based on what you have observed this client lacks in terms of health information, and when you talk to a client during a procedure, you talk for those five-minutes or more on something that will benefit the client (it is the best distraction strategy ever, because client is also interested to learn how best to improve their condition).

Another good practice, especially in a busy in-patient ward, is to select clients who are not very sick, and in a condition to move around the ward, and develop a health education session for late afternoons or night sessions after they have had dinner (I have found these timeslots to be the most relaxed ones in a ward). let the client group decide on what they want to know and intimate you beforehand. once the practice starts, it is pretty easy to keep up (especially if all nurses in a ward incorporate it in their care-plans).

of course, it also means that nurses must discuss the health education topic in a way that the information remains evidence-based and consistent from one nurse to another.

Hi Nader, there is some good advice here. In the end though the best method is the one that achieves your goal. It really is that simple. The best thing that you can do is to not box yourself into one teaching style. In my field of NICU you have to be able to explain something as complex as Respiratory Distress Syndrome to parents of all education levels. Practice different ways of saying the same thing, believe me it will pay off.

Patient education to be made comprehensive as per the need of the patient. Unless the patient feels e need that it is essential that he or she gain knowledge and improve skill, only then patient will  give  importance to the health teaching. Moreover these days clients are aware of all basic knowledge because of advanced technology.   However in illness any client desires to listen to the health education. This could be done by using various methods like video teaching, sharing experience of another person etc.

Hi Nader:

In connection with your question I would answer the first thing is to listen and to listen to the patient, considering it as a person with their values and weaknesses. Make education a theoretical method - practical where there is stimulation of different senses. Remember the "learning by doing". This far as podible.

I attached a link that refers to your concern.

http://rnao.ca/sites/rnao-ca/files/2014_Atencion_orientada_al_paciente_guia_-_with_supplement.pdf

regards,

Aleydis

#1 is allowing your nurses enough TIME to spend with their patients. That may mean fewer patients per nurse.

#2 Have standardized documents to ensure that ALL patients are getting the same info.

#3 Having patients/family members repeat back what they've learned. Make sure that the patient isn't distracted by visitors.

#4 Consider utilizing multiple methods; audio/video, demonstration, written, group teaching (maybe for new moms), or one on one, if that's more appropriate.

The registered nurses association of Ontario, RNAO, has some outstanding materials for health education/ promotion of self-management on it's website / free download, check rnao.ca/

2 examples

- Integrating smoking cessation into daily nursing practice

- Strategies to support self-management in chronic conditions: Collaboration

Great contributions for your answer Nader! I've found some examples and tips very interesting! I do like Robert's response because I totally agree about intentionality of educative actions before choosing a theorethical frame. In Brazil, we usually adopt (and adapt) Paulo Freire's underpinning in several health education activities in order to tacke social health determinants and to empower Brazilian National Healthcare System users too. My colleagues and I've been incorporating Freire's critical appraisal  into healht education and counseling based on 5As Methodology, Transteorethical Model, Cognitive behavioural Theory and Motivational Interview for our outpatients at Hospital of Clinics, Sao Paulo.  The Freirean "Listen-reflect-act" cycle helps me a lot when I design, implement and evaluate our ambulatory educational activities. Thanks for this reflective opportunity! Best regards!

The answer depends on the goal of the patient education

can oral education

teaching of the family

procher

any think writing or vido