Patient Education in Pain Management: Difference between revisions
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'''Original Editor '''- [[User:Sheik Abdul Khadir|Sheik Abdul Khadir]] | |||
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<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. | ||
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== References == | == References == | ||
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Revision as of 18:42, 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
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
