HLT 306 Older Adults Patient Education Issues Essay and Interview

Older Adults Patient Education Issues Essay and Interview

            In the wake of new situations, human beings strive to learn new skills and acquire knowledge to cope with the challenges effectively. Fereidouni et al. (2019) note that hospitalization and illnesses increase the need for education and assistance. Through patient education, the health care provider imparts information to caregivers and patients, improving their health status and encouraging active involvement in decision-making processes regarding treatment and care. Health education enables patients to acquire essential attitudes, skills, values, and knowledge relating to adopting healthier lifestyles, adherence and correct use of medicines, and care at home (Yen & Leasure, 2019). Additionally, patient education predicts better health outcomes, increased satisfaction levels, and shared decision-making (Timmers et al., 2020). Therefore, patient education is essential for care services in various settings.

            Healthcare providers must use effective communication skills and consider the individual needs of their clients to enhance the effectiveness of health education in conveying the envisioned skills and knowledge. Oliveros et al. (2019) assert that a set of good communication skills by a healthcare professional is essential in establishing a trusting relationship, reducing the likelihood of malpractice claims, increasing patient satisfaction, and ensuring adherence to the treatment regimen. This paper analyzes the influence of patient education in healthcare using the experiences of an elderly patient. The paper explores an interaction with Mr. K, a 70 years old male, particularly on his experience with healthcare education.

            Mr. K lives in my neighborhood. His physical appearance indicates or demonstrates problems with his body weight and considerable impairment while walking. He had a recent medical checkup in which he was found obese and hypertensive. Moreover, the healthcare providers discovered that Mr. K had high blood sugar and lipid levels. I had an interview scheduled with the patient on a Friday afternoon.

The Interview

            In my first question directed to my client, I enquired whether a healthcare provider gave Mr. K instructions on how to take care of himself at home and in outpatient settings. He asserted that he was given instructions regarding medication schedules and the essence of adhering to the medication regimen. In particular, he was instructed on the correct dosages, which were also clearly written in his medication packages. In his opinion, Mr. K deemed the instructions simple, clear, and easy to follow and remember as they were given in both written and verbal forms.

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            The second question inquired whether a nurse, doctor, or healthcare professional advised the patient on diet, exercise, and medication. Mr. K was happy that the nurse who provided care exclusively educated him on changing his feeding habits to a healthier diet. Moreover, he was instructed on the need and essence of daily exercises to reduce his body weight and increase his health. The client was satisfied with the instructions given on his medication regimen. Additionally, Mr. K reported that the proposed adjustments in his diet and exercising were provided in a culturally sensitive manner. The educating nurse also motivated Mr. K to be resilient in following the instructions on diet, medication regimen and exercising. In particular, Mr. K confirmed that he was advised to avoid or reduce the intake of salt, sugar, and fats in his meals. He was also advised to take plenty of fresh vegetables and fruits daily. On exercising, he was instructed to be taking moderate walks of at least thirty-five minutes daily. He was currently implementing the instructions.

            The third question interrogated the client to know who assists him at home with his current health conditions. He asserted that his wife was offering invaluable social support after his illness. The wife was motivating Mr. K to adhere to the advice and instructions given by the healthcare professional. Particularly, his wife was key in the quest for a healthier lifestyle for Mr. K by encouraging and accompanying him to exercise schedules and preparing healthy meals. Additionally, the client asserted that his wife accompanies him to scheduled clinic visits, providing him with the much-needed strength to continue facing his health challenges with great determination, courage, and confidence.

            The last question was about Mr. K’s knowledge of the availability of social support and community services within their area. He responded that the community nurse had already connected him with a local support group for the elderly living with hypertension and diabetes. He was also informed about where he could acquire fresh and healthy farm products, including vegetables and fruits, from the local shops. In assertion, Mr. K reported that awareness of the available local resources has been influential in enhancing his health by providing crucial social and moral support.


            Nurses and healthcare providers have the essential role of providing patient education to all clients. Elderly patients have special learning needs to manage and promote their health in relation to chronic health conditions. Patient education for the elderly is crucial in empowering them to take a more active role in managing their health. The healthcare providers need to use effective communication skills and involve caregivers of elderly patients in imparting the intended knowledge. The healthcare professional should design the education approach to address the client’s individual needs, including the cultural and religious backgrounds.


Fereidouni, Z., Sarvestani, R. S., Hariri, G., Kuhpaye, S. A., Amirkhani, M., & Kalyani, M. N. (2019). Moving into action: The master key to patient education. Journal of Nursing Research, 27(1), e6. https://doi.org/10.1097/jnr.0000000000000280

Oliveros, E., Brailovsky, Y., & Shah, K. S. (2019). Communication Skills. JACC: Case Reports, 1(3), 446–449. https://doi.org/10.1016/j.jaccas.2019.09.003

Timmers, T., Janssen, L., Kool, R. B., & Kremer, J. A. (2020). Educating Patients by Providing Timely Information Using Smartphone and Tablet Apps: Systematic Review. Journal of Medical Internet Research, 22(4), e17342. https://doi.org/10.2196/17342

Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in patient education and health outcomes. Federal Practitioner, 36(6), 284–289. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6590951/

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