HLT-306 TOPIC 2 Psychosocial Factors

HLT-306 TOPIC 2 Psychosocial Factors

HLT-306 TOPIC 2 Psychosocial Factors

Stages of Life Essay and Interview

Assessment Description

Write a 500-750-word essay on the Stages-of-Life and the influence of age in health care from a patient’s perspective. Interview a friend or family member about that person’s experiences with the health care system. You may develop your own list of questions.

Suggested questions:

1. Do you feel that your stage-of-life had any effect on your interaction with health care professionals?
2. Which areas of the hospital or clinic were most concerned with your well-being and feelings?
3. Was your family with you during this hospital stay or outpatient visit?
4. Was your family included in your treatment, such as post-procedure instructions?

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You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

HLT-306 TOPIC 2

T2

Topic 2: Psychosocial Factors And Patient Education

1. Give examples of psychosocial factors that arise in patient education.
2. Define the role of the family in patient education.
3. Explain how the family structure or lifestyle may influence patient education.
4. Describe the health professional’s role in communicating with the family.
5. Define the different personality styles and explain how they should be addressed in health care.
6. Explain how knowledge of patients’ self-perception can influence patient teaching.
7. Discuss the patients’ reaction to illness and ways they cope or adapt.
8. List the factors that influence teaching and learning. HLT-306 TOPIC 2 Psychosocial Factors
9. List the stages of development in the life cycle.
10. Discuss how each of these stages influences the ability to understand when practicing patient education.
11. Explain the process of patient education as it is adapted to each life stage.
12. Define the term life-cycled-centered approach.

Sample Student Approach

1. Give examples of psychosocial factors that affect the health care professional and the effect those factors could have on patient education.

Problems in private life and lack of social support can make the health care provider feel overwhelmed, when trying to strike a balance between meeting the social needs or requirements and providing patient education. Marital status can determine patient education in that single parents find it more difficult to meet their parental obligations while at the same time providing patient education as opposed to those who are married or are not yet married. Similarly, social disruptions like divorce can compromise the professional’s morale in providing patient education (Hansberry, Agarwal, & Baker, 2015). Some healthcare providers feel inadequate to handle psychosocial factors because they cannot identify with the patient, however, it is important they are considered because without taking the patients feeling and beliefs into consideration, to assure appropriate education and compliance (Falvo, 2011).

2. Give examples of psychosocial factors that affect the patient and the effect those factors could have on patient education.

Every individual has attributes that are the norm for them, and everyone has different values in life. These attributes with ways of living and how they live are determined by their life experiences or experiences of others close to them, their culture, socioeconomic status, ethnicity, gender, and age (Falvo, 2011). Patients psychosocial factors can influence the perception of the education provided to them. For example, a patient who does not have a support system of family and/or friends may be suffering from loneliness, depression or despair, may have given up and not value education to improve their health because they no longer value their life.

3. Explain what is meant by personality styles and give examples of approaches that could be used to help the patient. Include self-perception as a

Every individual has a unique and different personality style that influences the way they interact with others, how they respond to life experiences, how they perceive illness, respond to it, and receive education and collaboration of care. Understanding different personality styles such as the one who feels the need to be in control, the one who is passive about education and just wants to get to the end result of their treatment and goals, the one who is insecure and needs reassurance exhibited by demanding information and seeking large amounts of time with the healthcare provider (Falvo, 2011). Self-perception or the way individuals view themselves and/or their illness is also an element of personality styles. Some patients are guilt with the habits or behaviors contributing to the illness like smoking or substance use (Hansberry, Agarwal, & Baker, 2015). Others are stoic and begin to lament that they have never been to a doctor or care professional before while some patients are common with their condition ad believe that they can simply get through it.

4. List the steps in adjustment to illness and how the patient copes with each step.

Denial: patients at this stage believe that the disease can hurt them and result in refusal to take medications or non-compliance to other therapies.

Anger: patients are angry that they are among the smaller proportion of people to get the disease. They tend to cope by finding outlets to anger by being aggressive, accusing others and other practices (Hansberry, Agarwal, & Baker, 2015).

Fear: patients are afraid that they may not survive through the disease or that they may not recover. They are afraid that the therapies may not work and try to cope by obtaining knowledge or through education. Otherwise, they may try to get depressed and withdraw from places and people they love.

Grief: at this stage, patients are in grief due to feelings of loss, economic downfalls, broken plans, and delayed achievements. They may express this through regretting and lamenting.

Acceptance: patients come into terms with their conditions, adhere to medications and other therapies, and live positively (Hansberry, Agarwal, & Baker, 2015).

5. Explain the health professional’s role in teaching the patient at different life

The health professional teaching a child must focus on interaction with the child to build trust as the child will likely be fearful of someone they do not know. The adolescent or … 2011).

The elderly adult is at another stage where they may be anxious about declining health, and the healthcare professional should be aware of fear and end of life factors. It is important for the healthcare professional to understand this age group may be facing various loss of different kinds including loss of vocation as a result of retirement, loss of friends, loss of a spouse, loss of family such as children and/or grand-children that may not come to see them often, loss of independence, loss of health, and financial concerns all play a part in the degree of stress or individual experience (Falvo, 2011).

6. Define the role of the family in patient education.

Family is central to an individual’s beliefs, attitudes about health, lifestyle, and health care, and family is an important factor in patient education (Falvo, 2011). The health care ….

7. How might the family influence the compliance of the patient and what measures can the health care professional use in communication with the family?

Family support is a crucial component to any patient facing illness, as support or lack of can influence how well the patient will proceed in compliance, and in turn, with good outcomes in their health. It is important to determine the supportive members of the family and factors such as who attends the appointments with the patient, what is the family members interaction with the patient? Are there any other stressors in the family that influence support and compliance? The nurse should talk to the patient about supportive family members and observe family interactions for cues on family dynamics. Healthcare professionals should use communication with the family by asking about concerns they may have and what they consider to be major obstacles or problems, be observant and sensitive to verbal and non-verbal ques in response to education (Falvo, 2011). HLT-306 TOPIC 2 Psychosocial Factors

References

Falvo, D. (2011). Effective patient education – A guide to increased adherence (4th edition).

Jones and Bartlett Publishers. http://gcumedia.com/digital- resources/jonesandbartlett/2010/effective-patient-education_-a-guide-to-increased- adherence_ebook_4e.php

Hansberry, D. R., Agarwal, N., & Baker, S. R. (2015). Health literacy and online educational resources: an opportunity to educate patients. American Journal of Roentgenology, 204(1), 111-116. https://www.ajronline.org/doi/full/10.2214/AJR.14.13086

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