This quick self study aims to provide participants with an opportunity to reflect on their patient education skills, as well as approaches employed during clinical interactions. Participants will also examine various educational strategies and tools that may enhance their patient teaching skills and assist in the development of quality educational resources. The content of this course is suitable for health care professionals from all disciplines interested in advancing their knowledge of adult learning theory and educational design.
Learning Objectives:
– Distinguish similarities and differences between standards of practice, best practice and evidence-based practice.
– Define patient education.
– Compare and contrast information provision and patient education.
– Identify three challenges to providing effective patient teaching in the clinical setting (e.g. health literacy, resources, time).
– Describe three techniques used to provide effective patient teaching in the clinical setting (e.g. Teach Back techniques, learning needs assessments, teaching aides).
– Outline essential elements, guidelines or helpful tips used in designing, reviewing, and developing a printed patient education resource (e.g. flow of content).
– Identify and describe tools which can be used to evaluate printed patient education materials for qualities such as readability and plain language.
– Evaluate a printed patient education resource using an applicable tool.