Patient Education in Pain Management: Difference between revisions
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== Need<ref>http://www.euromedinfo.eu/the-growing-need-for-patient-teaching.html/</ref> == | == Need<ref>http://www.euromedinfo.eu/the-growing-need-for-patient-teaching.html/</ref> == | ||
<div><span>Cost containment studies show that educating patients results in significant savings. Educated patients maintain better health and have fewer complications; as a result, they require fewer hospitalizations, emergency department visits, and clinic and physician visits. As the growth of health care continues to outpace inflation in many countries around the world, health policy makers have increasingly focused their attention on cost containment. Managed care has a major focus on reducing the supply of services. There is increasing attention to lowering health care costs through primary prevention efforts.</span></div><div><span> | <div><span>Cost containment studies show that educating patients results in significant savings. Educated patients maintain better health and have fewer complications; as a result, they require fewer hospitalizations, emergency department visits, and clinic and physician visits. As the growth of health care continues to outpace inflation in many countries around the world, health policy makers have increasingly focused their attention on cost containment. Managed care has a major focus on reducing the supply of services. There is increasing attention to lowering health care costs through primary prevention efforts.</span></div><div><span> | ||
</span></div><div><br> The following is important in patient education for pain mangement<ref>[http://www.iasp-pain.org/Content/NavigationMenu/GeneralResourceLinks/Curricula/Therapy/default.htm IASP Curriculum Outline on Pain for Physical Therapy]. Task Force Members: Helen Slater, Kathleen Sluka, Anne Söderlund, Paul J. Watson</ref>: | </span></div><div></div><div><span> </span></div> | ||
== Factors affecting Patient Education <br> == | |||
== The following is important in patient education for pain mangement<ref>[http://www.iasp-pain.org/Content/NavigationMenu/GeneralResourceLinks/Curricula/Therapy/default.htm IASP Curriculum Outline on Pain for Physical Therapy]. Task Force Members: Helen Slater, Kathleen Sluka, Anne Söderlund, Paul J. Watson</ref>: == | |||
#Recognise the impact of, and evidence for, the use of therapeutic neuroscience education and self-management as a critical part of pain management. | #Recognise the impact of, and evidence for, the use of therapeutic neuroscience education and self-management as a critical part of pain management. | ||
#Design and apply appropriate educational strategies based on educational science. | #Design and apply appropriate educational strategies based on educational science. |
Revision as of 19:34, 27 June 2014
Original Editor - Sheik Abdul Khadir
Top Contributors - Mike Stewart, Sheik Abdul Khadir, Cecile HoSang, Jo Etherton, Kim Jackson, Michelle Lee, Admin, Yigit Unalan, 127.0.0.1, Claire Campbell, Simisola Ajeyalemi, Lauren Lopez and Jess Bell
Introduction[edit | edit source]
Need[1][edit | edit source]
Factors affecting Patient Education
[edit | edit source]
The following is important in patient education for pain mangement[2]:[edit | edit source]
- Recognise the impact of, and evidence for, the use of therapeutic neuroscience education and self-management as a critical part of pain management.
- Design and apply appropriate educational strategies based on educational science.
- Identify the range of educational opportunities available across therapeutic domains (eg, injury, disease, medical and post surgical intervention) with consideration of age, culture and gender.
- Consider the scope and evidence for/against various contemporary therapeutic educational styles (e.g. biomedical, psychological, neuroscience) and models (e.g stages of change theory) and service delivery modes including face to face, web-based, group education.
- Identify key variables which may impact on knowledge outcomes for the patient (eg self efficacy, health literacy, co-morbidities, culture), the clinician (eg health professional's pain-related beliefs), the message (e.g. use of multimedia), and the context (e.g. insurance limitations; risk reduction; injury prevention)
References[edit | edit source]
- ↑ http://www.euromedinfo.eu/the-growing-need-for-patient-teaching.html/
- ↑ IASP Curriculum Outline on Pain for Physical Therapy. Task Force Members: Helen Slater, Kathleen Sluka, Anne Söderlund, Paul J. Watson