Communication and Patient Education Techniques

• Assess the knowledge and skills of an individual with asthma
• Ask questions that require more than a yes/no answer

• Assess adherence barriers regarding self-assessment and self-management
• Financial
• Cultural
• Attitudes

• Assess knowledge of potential and known triggers in an individual's home
• Focus on the triggers they have and how to avoid them

Assess readiness and ability to learn, and learning styles in an individual with asthma

• Visual
• Auditory
• Kinesthetic

• Assess coping strategies used by an individual with asthma
• Having asthma can be stressful- make sure your patients have the tools to manage

• The specific efforts...that people employ to master, tolerate, reduce, or minimize stressful events
• Problem based coping- evaluating various options
• Emotion based coping- social support seeking

Assess the primary source of healthcare

• Assess how an individual is currently recognizing and acting on symptom changes
• Identify poor perceivers and help them learn

• Elicit goals and concerns of an individual with asthma
• This is critical in order to help them meet their goals, if we can help them problem solve

• Effective interviewing skills
• Patient centered interviewing
• Open ended questions
• Positive body language
• Summarizing

• Conduct a multidimensional assessment of an individual with asthma
• Socioeconomic
• Psychosocial
• Health literacy level
• Culture
• Language
• Healthcare beliefs and practices

• The degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions
• Proficient- 16%- calculate insurance costs using a table
• Intermediate 55%- determine weight range using BMI chart
• Basic 18%- 2 reasons why a person should be tested for a disease based on a clearly written pamphlet
• Below basic- 10%- circle the date of an appointment on an appointment slip

Select teaching methods and settings that will best meet objectives for the target population

Quality of life- health status- lifestyle- predisposing and enabling and reinforcing factor- policies, resources, organization, program parts- restart

Needs assessment- EBM approach- planning!- integrating, revising- implementation- evaluation!

Specific, Measurable, Achievable, Realistic, Time Bound

• Critique educational materials for cost, readability, accuracy, specificity, illustrations, and source credibility
• Material should be written at or below the 6th grade reading level