Return-Path: <root> Received: (from root@localhost) by literacy.nifl.gov (8.10.2/8.10.2) id f7VBqY509225 for health-archive@nifl.gov; Fri, 31 Aug 2001 07:52:34 -0400 (EDT) Resent-Message-Id: <200108311152.f7VBqY509225@literacy.nifl.gov> Received: from speedracer.caregroup.harvard.edu (speedracer.caregroup.harvard.edu [12.6.222.36]) by literacy.nifl.gov (8.10.2/8.10.2) with ESMTP id f21H9A921962 for <nifl-health@nifl.gov>; Thu, 1 Mar 2001 12:09:10 -0500 (EST) Received: from exchange.caregroup.harvard.edu (exchange.caregroup.harvard.edu [12.6.222.55]) by speedracer.caregroup.harvard.edu (Switch-2.1.0/Switch-2.1.0) with ESMTP id f21H97N07242 for <nifl-health@nifl.gov>; Thu, 1 Mar 2001 12:09:07 -0500 Received: by exchange.caregroup.harvard.edu with Internet Mail Service (5.5.2651.58) id <F3WM2JTN>; Thu, 1 Mar 2001 12:06:19 -0500 Message-ID: <6C46027BF46AD3118E5D00508B0C9E93038219C6@sr12plover.caregroup.harvard.edu> From: jwandel@caregroup.harvard.edu To: nifl-health@nifl.gov Cc: pfolcare@caregroup.harvard.edu Subject: RE: [NIFL-HEALTH:2879] Patient interaction with health care instr uctions Date: Thu, 1 Mar 2001 12:06:36 -0500 Return-Receipt-To: jwandel@caregroup.harvard.edu X-Mailer: Internet Mail Service (5.5.2651.58) Content-Type: text/plain; charset="iso-8859-1" Resent-From: root@literacy.nifl.gov Resent-Date: Fri, 31 Aug 2001 07:52:34 -0400 Resent-To: health-archive@nifl.gov Status: O Content-Length: 3071 Lines: 68 We are just beginning to look at injecting interactive components into our patient education documents. We are in the early stages of piloting a "quiz" to be used by our transplant nurses as they prepare patients for discharge after kidney or liver transplant. These patients have so much to learn. The "open book" quiz is designed to help them zone in on the most important things they need to remember. We also include some scenarios that could occur after discharge - getting the flu, running out of immunosuppresant medicine, etc. - and ask the patient to tell us what he/she would do if these occur. We are hopeful that this method will not only liven up the "need to know" information for the patient, but will also help the nurse assess where the gaps are in advance of the discharge date. Jane Wandel, RN Program Coordinator Patient Education Print Materials The Beth Israel Deaconess Learning Center Beth Israel Deaconess Medical Center Boston -----Original Message----- From: Lendoak@aol.com [mailto:Lendoak@aol.com] Sent: Thursday, March 01, 2001 11:44 AM To: Multiple recipients of list Subject: [NIFL-HEALTH:2879] Patient interaction with health care instructions Dear friends, We thank you for the opportunity to spend the week with you as "Guest Discussion Leaders". We would like to share ideas with you on building interaction into patient instructions. Have you noticed the first thing a telemarketer says when you answer the phone? Isn't it invariably, "How are you today?" Why do they open with a question rather than a sales pitch? Because when you interact to respond to their question - they gain your attention. And to some small degree they have established a relationship with you. >From research and long experience, educators know that interaction stimulates interest, memory and learning. Oral and written responses are standard practice in the classroom. More recently, neurologists have shown that interaction causes a protein change in the brain that stimulates retention and memory. But few health care instructions - in any mode of communication - ask for substantive feedback from the patient. Some feedback examples: (written) "Check at least three foods that you will eat more of to reduce your risk of cancer." (Oral), "You're going home now, tell me (or show me) how you will clean your stoma...take your meds...etc." A few years ago we analyzed 100 written health care instructions and found that fewer than 20 percent included interaction of any kind. More recently a similar analysis of med instruction from a pharmaceutical company showed a similar percentage. For instructions on video or audio tapes, patient feedback is requested even less frequently. Would you share your experience in building in feedback for patients? What has worked for you? Do your materials exceed the 20 percent average? Patient feedback can bring huge gains in effectiveness. We look forward to your experience with feedbck, and in the following days we will share ours. Ceci and Len Doak Patient Learning Associates
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