Return-Path: <nifl-health@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id e7AGFbP17845; Thu, 10 Aug 2000 12:15:37 -0400 (EDT) Date: Thu, 10 Aug 2000 12:15:37 -0400 (EDT) Message-Id: <FA15A37821BFD31196F400508B556808393399@EXCHANGE_5> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-health@literacy.nifl.gov Originator: nifl-health@literacy.nifl.gov Sender: nifl-health@literacy.nifl.gov Precedence: bulk From: Linda Caraway <lcaraway@mail.st-joseph.org> To: Multiple recipients of list <nifl-health@literacy.nifl.gov> Subject: [NIFL-HEALTH:2517] Re: The role of non-professionals X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain Status: OR Debbie, Thank you for the invitation to share my thoughts. It might be too general to try to compare the hospital setting with "other medical settings". However, let me throw out some food for thought. * Patients are more acutely ill in the hospital setting often interferring with their readiness to learn. * Each additional person introduced to the long line of doctors, nurses, aides, lab, etc. could be a potential stressor and barrier to learning; not to mention the feeling of invasion of privacy. * Their is an important factor of trust which often aids learning when it is from someone who is your immediate caregiver. The patient counts on the professional training of the doctor, nurse, therapist, dietitian, etc. * The education should be an ongoing process taking advantage of those "teaching moments" that occur during the care being given. This makes learning a process rather than an event. * Discharge instructions generally incorporate a review of many of the aspects of previous teaching along with any last minute physician instructions and review of medications. * Liability issues are generally based on such things as patient's rights, confidentiality, competence of the caregivers(including those doing patient education which is a part of the permanent record of the patient). The hospital has to be able to establish that competence with volunteers. This is by no means a comprehensive list of rationales for preferring teaching in the hospital setting by professionals(defined in Webster's as those who have had specialized training and education.) In this case that would be medical training and education. We have come a long way in training and educating personnel like Certified Nursing Assistants to be "techs", increasing their scope of care. Student nurses and other professional student's skills are utilized. We have a BS in Health Education as our patient education specialist. All of these still fit the category of professionals in our setting. As professionals we have to be cognizant of our own areas of strength or weakness and adhere to those boundaries, referring when necessary for the benefit of the client. Thanks you again for your interest. Linda Caraway, RN, C, CRRN Congregational/Outreach Nurse Educator St. Joseph Regional Health Center lcaraway@mail.st-joseph.org > ---------- > From: Dwyoho@aol.com[SMTP:Dwyoho@aol.com] > Sent: Wednesday, August 09, 2000 2:05 PM > To: Multiple recipients of list > Subject: [NIFL-HEALTH:2515] Re: The role of non-professionals > > Thanks, Linda, for your cogent comments. It might be instructive to those > of > us on the list who are not health people to hear a little more from you > about > how you see the hospital setting as perhaps more "risky" in terms of using > > "non-professionals", as opposed to other medical settings, such as the one > I > talked about at Planned Parenthood. I for one highly value this > opportunity > to get your views. Thanks, Debbie > > Deborah W. Yoho > Co-moderator, NIFL Health Literacy Discussion Group > Chief Executive Officer > Greater Columbia Literacy Council > 921 Woodrow Street > Columbia, SC 29205 > 803/765-2555 dwyoho@aol.com >
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