Patient Education in Pain Management: Difference between revisions
(Created page with " The following is important in patient education for pain mangement<ref>[http://www.iasp-pain.org/Content/NavigationMenu/GeneralResourceLinks/Curricula/Therapy/default.htm I...") |
No edit summary |
||
| Line 1: | Line 1: | ||
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>: | [[Category:Pain]] 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. | ||
#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. | #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. | #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) | #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 == | == References == | ||
<references /> | <references /> | ||
Revision as of 12:46, 30 April 2013
The following is important in patient education for pain mangement[1]:
- 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]
- ↑ IASP Curriculum Outline on Pain for Physical Therapy. Task Force Members: Helen Slater, Kathleen Sluka, Anne Söderlund, Paul J. Watson
