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Date: Wed, 07 Mar 2001 09:28:03 -0500
From: rochelle.rubin@mssm.edu
Subject: Re: [NIFL-HEALTH:2895] JACHO
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I have the exact wording from JACHO if anybody would like me to fax it to them.
To answer another question, no the JACHO directives are not directly measurable.
However when they come to hospitals they do check to see if nursing has a plan
for teaching patients and they check the charts for documentation.
Unfortunately nurses have little time and less training for teaching patients
with inadequate literacy skills. They are dependent on what ever handouts the
hospital provides.
______________________________ Reply Separator _________________________________
Subject: [NIFL-HEALTH:2895] JACHO
Author: <nifl-health@nifl.gov> at Internet-Mail
Date: 03/06/2001 5:30 PM
Dear net friends, (and thank you Deborah Yoho)
We are not experts on the roles and changes in JACHO, but from our
perspective,
here are ways that the JACHO (Joint Commission on Accreditation of Healthcare
Organizations) affects patient education:
Periodically, about every three years, JACHO inspects hospitals and clinics to
assure that they are meeting health care requirements. Hospitals that
persistently do not may be denied accreditation. In 1993 JACHO added
requirements that patients must UNDERSTAND their health care instructions. It
is not enough that health practitioners simply provide the instructions. To
begin with, JACHO required that patients undrstand:
- The safe and effective use of their medications
- The safe and effective use of medical equipment
- Potential food-drug interactions
- When and how to obtain further treatment.
In subsequent years these requirements and standards have been expanded.
(Perhaps others on this net would offer to provide more up to date comments
on the latest standards)
This is just one reason for health care professionals to assure that their
patients do understand. Getting feedback from the patients can provide that
assurance.
On the average, getting patient feedback can lessen the total time for
education interventions on the part of nurses and doctors. They need only
focus on what the patient does not know or understand. It is important to get
feedback in terms of the substantive key points of the instruction; not
everything.
One question is a non-starter. That is, "Do you understand?" Nobody likes to
say, "No I don't understand." Supposing a person with limited literacy
skills said "No." The next question might be, "Well, what part don't you
understand?" And the embarassed patient might have to admit, "I didn't
understand anything you told me.
Getting substantive feedback is so essential. Why not use it?
Len and Ceci Doak
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