"Chapter 14: How a Patient’s Life and Experience Can Benefit from Cance" by Louise Villejo and Tacey A. Rosolowski PhD
 
Chapter 14: How a Patient’s Life and Experience Can Benefit from Cancer Education

Chapter 14: How a Patient’s Life and Experience Can Benefit from Cancer Education

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Description

Ms. Villejo talks about the impact that cancer education can have on a patient’s life and experience of cancer.

Identifier

VillejoL_03_20150605_C14

Publication Date

6-5-2015

City

Houston, Texas

Topics Covered

The Interview Subject's Story - Overview; The Educator; Overview; Definitions, Explanations, Translations; Patients; Patients, Treatment, Survivors; Information for Patients and the Public

Transcript

Tacey Ann Rosolowski, PhD:

I was going to ask you, this reminding me that I was going to ask you. What kind of an impact can really good solid educational materials have on a patient’s experience and life?

Louise Villejo, MPH, MCHES:

Well, I think it’s really the whole package and not just the educational materials. So they are important for reference when the patient gets home. And it is very important that they’re written at a simple plain language level. I’ve talked about health literacy and how important that is to our work. So that when they go home they can be reminded and look back or look at something new. But very importantly, probably more importantly, is that the clinicians do the teaching. And so that’s one of the things that we have. We do a lot of staff education. We have patient teaching competencies so that Nursing, Pharmacy, Dietary can use the resources that are available for that. What are the best ways to teach? I think I mentioned that we have a Web site, effective patient teaching strategies.

Tacey Ann Rosolowski, PhD:

What are the kinds of things that a provider needs to think about when teaching a patient?

Louise Villejo, MPH, MCHES:

I think the main thing is that they’re not going to hear everything that you say. They’re not going to remember a lot of what you say. So what we talk about is doing an assessment. Just don’t start with your spiel. Maybe they already know some of that. So find out what they know and what they want. Because if they’re holding on to a question while you have a ten-minute spiel, they’re thinking about their question and not what you’re saying. So the assessment is critically important. And then providing them with information and what we call chunking it. So not giving them everything at one time, but what do they need to know right then, and providing them with that information. And when you do provide a piece of that information, then to ask them to what we call teach back. Say it in their own words. What did you understand? How are you going to take this medication at home? Just making sure. Because a lot of times people really don’t understand but they don’t want to say, “I didn’t really understand what you were saying.” Or they might have heard it, but reinforcing and saying it back helps them remember and be able to do that. And then if they aren’t able to respond or give you the information back, then you can catch it right there and reinforce some of the important points that you’re trying to make.

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Chapter 14: How a Patient’s Life and Experience Can Benefit from Cancer Education

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