| Implementation Steps | Explanations/Examples/Scripts | Ref List |
| 1. Focus on the Patient | | |
| Use plain language | - Simple, direct message
- Use common everyday language
- Avoid medical jargon; if medical terms are needed, define the terms
“To check how your heart is working, you will have an echocardiogram today. An echocardiogram is a test that uses sound waves to shows how well your heart is pumping blood. It is similar to when women have an ultrasound of their baby while pregnant.”
| List 37 |
| Use active listening skills | Active listening skills include paying attention, withholding judgement, reflecting, clarifying, and summarizing. Be attuned to patient’s non-verbal cues/responses such as facial expressions, eye contact, body language. | List 38 |
| Identify "teachable moments" | When patient asks questions or shows an interest in learning about their health, use this opportunity to teach. | List 39 |
| Maintain patient's self-esteem | Be respectful, using empathetic tone and language. | List 40 |
| 2. Key Principles of Patient Education | | |
| Frame the message | Briefly, in 1 or 2 sentences, tell the patient what you will be teaching.
“Today we are going to talk about how to give an insulin shot. It will include filling the syringe and injecting insulin.” | List 41 |
Educate in small segments and verify understanding before moving onto next segment. | Chunk & Check (provide 1 or 2 points followed by checking if patient understands) Insulin Administration example:
Before teaching the patient how to inject insulin, be sure patient knows to how to accurately draw up insulin dose. | List 42 |
| Reinforce teaching | Summarize/review key points. Dressing Change example: - Clean work area
- Gather supplies
- Wash hands
- Open packages
- Remove old dressing/discard
- Wash hands
- Apply new dressing
| List 43 |
| Ensure effective use of teaching resources | - Highlight key information that patient should learn from the resource.
- Mark written material with a highlighter
- Make sure educational resource is easily accessible to patient (i.e. computer, smart phone, internet).
- Review hands-on use of resource.
- Provide pen/paper for writing down questions or taking notes if needed.
- Follow up with patients after resource is used to address patient questions.
| List 44 |
| 3. Adjust Teaching | | |
| Address patient's questions | - Encourage patient to ask questions.
- Answer questions when asked.
- Avoid deferring questions to end of teaching session.
| List 45 |
If patient is not understanding information, try different words and/or analogies that are familiar to the patient. | When explaining a cardiac “pacemaker” to a car mechanic use a term that is more meaningful. For example, a pacemaker acts like a “sparkplug” to make the heart work. In describing a blockage in the heart's arteries to a plumber, an analogy would be to compare it to a pipe that is partially clogged so the flow of water is prevented. | List 46 |
Repeat demonstration/hands-on practice | Provide time for repeat demonstration and allow more hands-on practice, as needed. | List 47 |
| As needed, use more than one teaching method to clarify concepts and/or foster understanding | Example: Patient is struggling to understand when to call doctor after viewing video. Staff engages with patient for 1 on 1 education on when to call the doctor. | List 48 |
