Define negotiation as it applies to patient education.
Explain how the change in the patient’s status through the years has affected patient education.
List the pros and cons of negotiation.
Describe the general conditions that would be included in a patient contract.
Discuss old age and the baby boomer.
List several generational, religious, and cultural differences between the 30-year-old health care professional and the elderly patient.
Explain some of the barriers to patient education of the elderly and discuss their special needs.
List ways to best approach patient education of the elderly.
Discuss some cultural and religious beliefs about death that you have encountered.
Explain why it is important to discuss death and dying with the elderly patient and what the impact is on all involved.
Explain how to teach a patient with a life-threatening illness.
Sample Paper
Advanced Patient Care
Define negotiation as it applies to patient education.
In patient education, negotiation involves a discussion between patients and healthcare providers over different issues related to their health.
Explain how the change in the patient’s status through the years has affected patient education.
Patient education has evolved with the change in patient status over the years. In the past, patients were supposed to receive instructions from healthcare practitioners and implement such instructions without question. However, in contemporary times patient education involves open communication and collaboration between patients and healthcare providers (Paterick et al., 2017).
List the pros and cons of negotiation.
The main advantage of negotiation is that the parties that are involved can both feel like they have won by having their opinion considered.
On the other hand, the main shortcoming of negotiation is that it’s time-consuming.
Describe the general conditions that would be included in a patient contract.
The general conditions that can be included in a patient contract include attendance of appointments, confidentiality, and behavior. A patient can therefore be required to attend their appointment on time and on the required date. The expected behavior of a patient can also be included in the patient contract, including how to express themselves. Finally, privacy and confidentiality requirements can be included in a patient contract (Volk et al., 2019).
Discuss old age and the baby boomer.
Baby boomers are individuals that are born in the post-world war II era between 1946 and 1964. Currently, the baby boomer generation is between 58 years and 76 years. Considering the current population trends in the US, baby boomers who make up a significant proportion of the American population are approaching the retirement age, with most being above 65 years by 2030. This will therefore contribute to a rising demand for healthcare services as the population ages (Fulmer et al., 2021).
List several generational, religious, and cultural differences between the 30-year-old health care professional and the elderly patient.
The main generational difference between a 30-year-old healthcare professional and an elderly patient is that the healthcare professional is a millennial while the elderly patient can be a baby boomer. The elderly patient and the healthcare professional will therefore have different perspectives of life because of their age differences. The Thirty-year-old healthcare professional might also prefer more open communication, while the elderly patient can prefer the use of body language to communicate. The 30-year-old healthcare professional might also be more accommodating to other religions compared to the elderly patient.
Explain some of the barriers to patient education of the elderly and discuss their special needs.
The main barriers to elderly patient education include low health literacy and physical challenges that can limit patient education experiences, such as loss of sight or hearing. Elderly patients need more time to understand different issues related to health and might also require the use of different medium formats to cover for any losses in sight or hearing (Fereidouni et al., 2019).
List ways to best approach patient education of the elderly.
The most effective ways to approach patient education for the elderly will include printing in large fonts for elderly patients to be able to read easily. Education materials elderly patients should also be present through clear and simple images and graphics that can be easily understood by the audience. Technical terms should also be avoided when educating elderly patients. Patient education materials for elderly patients should also be presented in multimedia formats that such patients can easily understand (Fereidouni et al., 2019).
Discuss some cultural and religious beliefs about death that you have encountered.
Some cultural and religious beliefs about death that I have encountered frequently include the belief in life after death. Most cultures and religions seem to favor the idea of life after death and view death as a transition from one universe to another.
Explain why it is important to discuss death and dying with the elderly patient and what the impact is on all involved.
It is important to discuss death and dying with elderly patients to allow such patients time to think about the care they would want to receive in their final life stages. Discussing death and dying for elderly patients can also give them time to reflect on their and connect with their family.
Explain how to teach a patient with a life-threatening illness.
The ideal way to teach a patient with a life-threatening illness is through the adoption of different media formats, including visual, written, and spoken word (Fereidouni et al., 2019).
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References
Fereidouni, Z., Sabet Sarvestani, R., Hariri, G., Kuhpaye, S. A., Amirkhani, M., & Kalyani, M. N. (2019). Moving Into Action: The Master Key to Patient Education. Journal of Nursing Research, 27(1), e6. https://doi.org/10.1097/jnr.0000000000000280
Fulmer, T., Reuben, D. B., Auerbach, J., Fick, D. M., Galambos, C., & Johnson, K. S. (2021). Actualizing Better Health And Health Care For Older Adults. Health Affairs, 40(2), 219–225. https://doi.org/10.1377/hlthaff.2020.01470
Paterick, T. E., Patel, N., Tajik, A. J., & Chandrasekaran, K. (2017). Improving Health Outcomes Through Patient Education and Partnerships with Patients. Baylor University Medical Center Proceedings, 30(1), 112–113. https://doi.org/10.1080/08998280.2017.11929552
Volk, M. L., Lieber, S. R., Kim, S. Y., Ubel, P. A., & Schneider, C. E. (2019). Contracts with patients in clinical practice. The Lancet, 379(9810), 7–9. https://doi.org/10.1016/s0140-6736(11)60170-0
