HLT 306 Assignment Health Care Professionals
HLT 306 Assignment Health Care Professionals
HLT 306 Advanced Patient Care
Week 1 Assignment
Homework Topic One
Write a short (50-100-word) paragraph response for each question. This assignment is to be submitted as a Microsoft Word document.
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Define patient compliance and explain its importance in your field.
Identify the health care professionals’ role in compliance and give examples of ways in which the health care professional may actually contribute to noncompliance.
Compare compliance and collaboration.
Compare and contrast patient education in the past with that practiced today.
Explain the importance of professional commitment in developing patient education as a clinical skill.
Explain the three categories of learning and how they can be used in patient education.
List three problems that may arise in patient education and how they would be solved?
List some methods of documentation of patient education.
Patient Compliance and its Significance
Patient Compliance is pivotal in effective patient care. It describes the ability of patients to consciously understand and adhere to clinical recommendations and treatment advice through appropriate health-promoting behavior such as appropriate prescribed medication use, lifestyle modification, and self-care (Mohiuddin et al., 2019). Patient compliance is integral in enhancing quality patient outcomes, improving treatment efficacy, and reducing personal and healthcare system economic burdens (Panahi et al., 2022). The financial implications stem from increased morbidity and mortality that increase healthcare demands. Factors that determine patient compliance such as socioeconomic status, health literacy level, and patient-provider relationship should be considered in a patient-centered approach to minimize possible noncompliance.
Role of Healthcare Professionals in Compliance and Contribution to Noncompliance
Healthcare professionals play a key role in promoting patient compliance. This is achieved through the provision of adequate patient education through appropriate clinical information to patients, fostering patient involvement and shared decision-making making when devising the treatment plan to suit patient preferences, and the motivation of the patient (Mohiuddin et al., 2019). Effective patient-provider partnerships and effective communication also contribute to compliance (Panahi et al., 2022). Healthcare professionals should identify barriers to compliance and undertake appropriate measures to mitigate non-compliance. Healthcare professionals can contribute to patient non-compliance in several ways. These include minimal patient education and supervision, poor discordant relationships with patients, lack of proper communication skills, lack of patient engagement in clinical decision-making, and inadequate professional ethics and principles in patient care (Naghavi et al., 2019). These negative attributes and practices should be avoided to prevent adverse patient outcomes.
Compliance and Collaboration
Compliance and collaboration are concepts that are common within the healthcare setting. As aforementioned, compliance refers to the patient’s ability to follow medical prescriptions and clinical recommendations of a healthcare professional that promote health and well-being (Lu et al., 2019). Collaboration, on the other hand, refers to teamwork, coordination, and cooperation among various stakeholders within the healthcare setting such as healthcare professionals, patients, and their families towards achieving a common goal (Ansa et al., 2020). Collaboration improves the quality and efficiency of patient care, patient satisfaction, and patient outcomes (Ansa et al., 2020). Collaboration between healthcare teams and their patients also fosters patient compliance through meaningful interactions and engagement.
Comparison of Past and Current Patient Education
Notable changes have been witnessed in past and current patient education. In the past, healthcare providers displayed a paternalistic approach to patient education whereby patient involvement in their healthcare was minimal. Health literacy level has significantly improved with the patient in today’s healthcare setting being well informed about their health. Innovations in patient education have risen with the resultant integration of electronic and digital approaches (Bhattad et al., 2022). Proactive patient engagement through collaboration, reliance on evidence-based practices in patient education, and improved professional skills and competence through training have also improved the quality of patient education (Guiliani et al., 2020). Access to patient education materials has been enhanced to reach diverse patient populations. These factors have led to better health promotion and self-efficacy of patients in their health and well-being.
Importance of Professional Commitment in Developing Patient Education
Professional commitment is an essential clinical competence and skill that should be embraced by all healthcare workers. Professional commitment is an interplay of an individual’s personal beliefs and professional objectives that lead to motivation and efforts in attaining expected standards of professional responsibilities ((Duran et al., 2021). Certain factors influence the level of professional commitment and these include the nature of the working environment, organization structure, work-family conflict, and socio-demographic attributes (Duran et al., 2021). Individuals with greater professional commitment will fulfill their patient education roles with greater efforts and resilience even amidst challenging situations. Professional commitment enables healthcare professionals to provide quality patient-centered education that meets the health needs of each specific patient.
Categories of Learning
Categories of learning provide fundamental frameworks for effective patient education. The three categories of learning based on Bloom’s taxonomy include cognitive, affective, and psychomotor domains of learning (Kang et al., 2019). The cognitive domain encompasses the enhancement of knowledge and cognition regarding a particular concept (Kang et al., 2019). This domain is integral in making patients understand their situation and the need to comply with clinical recommendations. The affective domain addresses the emotional aspect of learning. This domain is important in fostering appropriate attitudes and motivation toward achieving good health. The psychomotor domain enhances the acquisition and development of various physical skills (Kang et al., 2019). This domain will instill patients with appropriate health-promoting skills that promote self-efficacy and self-management practices.
Challenges in Patient Education
Various problems can arise during patient education. These include cultural and religious barriers, language barriers, and low health literacy (Abbasi et al., 2018). Cultural and religious barriers to effective patient education can be addressed by ensuring cultural and religious competence among healthcare professionals. This will ensure that patient education is offered in a manner that meets the religious and cultural beliefs of patients which in turn promote compliance. Diversity in the patient population can present language barriers that prevent effective communication. Availing of translation services within the healthcare setting can mitigate this barrier. Low health literacy will require patient education with simplified materials appropriate to the specific patient. The involvement of family and community-based services will also contribute to the understanding of clinical recommendations.
Methods of Documentation of Patient Education
A variety of patient education documentation methods are available. These include audio-visual materials, written communication, and teaching plans (Mohiuddin et al., 2019). Electronic documentation of patient education records is also useful in delivering and monitoring compliance with the information provided during patient education (Su et al., 2018). The choice of documentation modality is determined by the availability and appropriateness of the target patient population.
Abbasi, M., Rabiei, L., & Masoudi, R. (2018). Experience of nursing students about the barriers to patient education: A qualitative study in Iran. Korean Journal of Medical Education, 30(4), 327–337. https://doi.org/10.3946/kjme.2018.107
Ansa, B. E., Zechariah, S., Gates, A. M., Johnson, S. W., Heboyan, V., & De Leo, G. (2020). Attitudes and behavior towards interprofessional collaboration among healthcare professionals in a large academic medical center. Healthcare, 8(3), 323. https://doi.org/10.3390/healthcare8030323
Bhattad, P. B., & Pacifico, L. (2022). Empowering patients: Promoting patient education and Health Literacy. Cureus. https://doi.org/10.7759/cureus.27336
Duran, S., Celik, I., Ertugrul, B., Ok, S., & Albayrak, S. (2021). Factors affecting nurses’ professional commitment during the Covid‐19 pandemic: A cross‐sectional study. Journal of Nursing Management, 29(7), 1906–1915. https://doi.org/10.1111/jonm.13327
Giuliani, M., Papadakos, T., & Papadakos, J. (2020). Propelling a new era of patient education into practice—cancer care post–covid-19. International Journal of Radiation Oncology*Biology*Physics, 108(2), 404–406. https://doi.org/10.1016/j.ijrobp.2020.05.036
Kang, Y.-N., Chang, C.-H., Kao, C.-C., Chen, C.-Y., & Wu, C.-C. (2019). Development of a short and universal learning self-efficacy scale for clinical skills. Plos One, 14(1). https://doi.org/10.1371/journal.pone.0209155
Lu, X., & Zhang, R. (2019). Impact of physician-patient communication in online health communities on patient compliance: Cross-sectional questionnaire study. Journal of Medical Internet Research, 21(5). https://doi.org/10.2196/12891
Mohiuddin, A. K. (2019). Patient compliance: Fact or fiction? INNOVATIONS in Pharmacy, 10(1), 3. https://doi.org/10.24926/iip.v10i1.1621
Panahi, S., Rathi, N., Hurley, J., Sundrud, J., Lucero, M., & Kamimura, A. (2022). Patient adherence to health care provider recommendations and medication among free clinic patients. Journal of Patient Experience, 9, 237437352210775. https://doi.org/10.1177/23743735221077523
Su, C.-H., Li, T.-C., Cho, D.-Y., Ma, W.-F., Chang, Y.-S., Lee, T.-H., & Huang, L.-C. (2018). Effectiveness of a computerized system of patient education in clinical practice: A longitudinal nested Cohort Study. BMJ Open, 8(5). https://doi.org/10.1136/bmjopen-2017-020621
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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