Patient Education in Pain Management: Difference between revisions
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== Introduction == | == Introduction == | ||
<div>< | <div> To make it simple, the term patient education means "educating the patient " about his health condition. Eventhogh the patient education has been viewed and practiced as a preventive strategy majorly, it includes all the information about the '''disease/disorder/condition''' the patient is concerned with. In pain Management, the patient has to understand exactly what"s hapenning to him/her to tackle with the pain. Pain is recognised as the psycho-somatic element which necessitates the need for better/thorough understanding from the patient's perspective. Unless the patient is convinced with the information provided, the results may not so good.</div><div>For example, many patients believe the degenration is a disease and needs to be cured. The primary goal of the patient education should be make the patient understand that degeneration is not a disease but a normal aging process and has to be treated with that view.</div><div></div> | ||
<span> </span><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>: | == Need == | ||
<div><span> </span><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>: </div> | |||
#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. | ||
Revision as of 18:58, 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, Simisola Ajeyalemi, Claire Campbell, Lauren Lopez and Jess Bell
Introduction[edit | edit source]
To make it simple, the term patient education means "educating the patient " about his health condition. Eventhogh the patient education has been viewed and practiced as a preventive strategy majorly, it includes all the information about the disease/disorder/condition the patient is concerned with. In pain Management, the patient has to understand exactly what"s hapenning to him/her to tackle with the pain. Pain is recognised as the psycho-somatic element which necessitates the need for better/thorough understanding from the patient's perspective. Unless the patient is convinced with the information provided, the results may not so good.
For example, many patients believe the degenration is a disease and needs to be cured. The primary goal of the patient education should be make the patient understand that degeneration is not a disease but a normal aging process and has to be treated with that view.
Need[edit | edit source]
- 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
