Patient Education in Pain Management: Difference between revisions
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== 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>: | == Requirement == | ||
<div><span> </span>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 19:49, 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
Introduction[edit | edit source]
- 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[1][edit | edit source]
Factors affecting Patient Education
[edit | edit source]
- Inadequate assessment of pain
- Inadequate understanding of how patient perceives his/her pain
- Variations/ differences in the information received. { for example, a patient with knee pain is confused whether to do or avoid activities like cycling and walking due to the differences in the information provided even among health care providers}
- Life style
- Cultural barriers.
Requirement [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]
- ↑ http://www.euromedinfo.eu/the-growing-need-for-patient-teaching.html/
- ↑ IASP Curriculum Outline on Pain for Physical Therapy. Task Force Members: Helen Slater, Kathleen Sluka, Anne Söderlund, Paul J. Watson