Patient Education in Pain Management

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  

Introduction

 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

Cost containment studies show that educating patients results in significant savings. Educated patients maintain better health and have fewer complications; as a result, they require fewer hospitalizations, emergency department visits, and clinic and physician visits. As the growth of health care continues to outpace inflation in many countries around the world, health policy makers have increasingly focused their attention on cost containment. Managed care has a major focus on reducing the supply of services. There is increasing attention to lowering health care costs through primary prevention efforts.

 
 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.
2. Design and apply appropriate educational strategies based on educational science.
3. 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.
4. 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.
5. 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)