Your Perfect Assignment is Just a Click Away
We Write Custom Academic Papers

100% Original, Plagiarism Free, Customized to your instructions!


Patient Education Methods

Patient Education Methods

1. Introduction

In choosing outcome measures for this evaluative work, we have targeted patients with either acute or chronic disease, because they are the ones most likely to receive education focused on managing a condition or its treatment. Because educational interventions may vary in intensity and duration, and because changes in knowledge and skills may be either transient or enduring, we have considered using the time frame of an educational intervention and its effects. This led to the idea of assessing cumulative effects on outcomes, with changes in knowledge and skills serving as mediators to changes in health status. Coming from Epidemiology, the concept of mediation deals with the understanding of how an exposure causes a change in health status. An educational intervention can be considered an exposure to a new treatment, patients who acquire knowledge and skills are changing their proximal outcomes, and the ultimate change in health status is a distal outcome. Drawing a causal diagram and specifying hypotheses for such mediation based on an educational intervention may be useful to Priority RCTs that compare 2 or more methods of the same intervention. Because changes in knowledge and skills are proximal outcomes for an educational intervention, we will consider them as effects of an outcome measure if we are able to assess their strength using patient education methods.

The difficulty of assessing knowledge acquisition, the most common method of evaluating patient education, our primary concern, has been described in the patient education literature through the use of immediate recall or short-term recognition or by simply assuming that if patients do as they are told, they have understood what to do. The focus of our work stems from the belief that evaluation research should assess effects on outcomes that are of most interest to other medical researchers, health care providers, health care organizations, teachers, and patients. Outcomes of educational interventions, which can be defined as a change in state of an individual or population occurring as a result of the passage of time or an event, may be positive or negative and unintended or intended. The Task Force on Taxonomy of the American Educational Research Association has detailed three categories for outcomes: cognitive, affective, and psychomotor, corresponding to changes in knowledge, attitude, and skills. These categories mesh well with a model of successful acquisition of a health behavior, from the formation of an intention, to maintenance of the behavior over time. Because the strongest explication of the model of intention comes from cognitive psychology theories, and because trials to change patient health behaviors often involve teaching patients how to manage a condition or its treatment, investigating whether patient education influences intentions and behaviors may best be accomplished by assessing changes in patients’ knowledge and skills. Given the importance of such changes in patient behaviors to subsequent health status, educational interventions should be evaluated for their effects on health outcomes. Like the effects of such interventions on economic or utilization outcomes, linking educational interventions to changes in health status may best be accomplished by Controlled Trials. The most rigorous evaluation research should measure all of these types of outcomes, to ensure that evaluative findings do not take into account only a portion of what has happened as a result of the education.

2. Importance of Patient Education

3. Factors to Consider in Evaluating Patient Education

4. Common Evaluation Methods

5. Assessing Patient Comprehension

6. Measuring Behavior Change

7. Evaluating Patient Satisfaction

8. Using Technology for Evaluation

9. Challenges in Evaluating Patient Education

10. Future Directions in Patient Education Evaluation

"Place your order now for a similar assignment and have exceptional work written by our team of experts, guaranteeing you "A" results."

Order Solution Now

Our Service Charter

1. Professional & Expert Writers: ESSAY PILLARS only hires the best. Our writers are specially selected and recruited, after which they undergo further training to perfect their skills for specialization purposes. Moreover, our writers are holders of masters and Ph.D. degrees. They have impressive academic records, besides being native English speakers.

2. Top Quality Papers: Our customers are always guaranteed of papers that exceed their expectations. All our writers have +5 years of experience. This implies that all papers are written by individuals who are experts in their fields. In addition, the quality team reviews all the papers before sending them to the customers.

3. Plagiarism-Free Papers: All papers provided by ESSAY PILLARS are written from scratch. Appropriate referencing and citation of key information are followed. Plagiarism checkers are used by the Quality assurance team and our editors just to double-check that there are no instances of plagiarism.

4. Timely Delivery: Time wasted is equivalent to a failed dedication and commitment. ESSAY PILLARS is known for timely delivery of any pending customer orders. Customers are well informed of the progress of their papers to ensure they keep track of what the writer is providing before the final draft is sent for grading.

5. Affordable Prices: Our prices are fairly structured to fit in all groups. Any customer willing to place their assignments with us can do so at very affordable prices. In addition, our customers enjoy regular discounts and bonuses.

6. 24/7 Customer Support: At  ESSAY PILLARS, we have put in place a team of experts who answer to all customer inquiries promptly. The best part is the ever-availability of the team. Customers can make inquiries anytime.