Educating patient and professionals

Presented at: EFIC Virtual Pain Education Summit

Speakers

Petra Mandysová

Associate Professor, Faculty of Health Studies Department of Nursing University Pardubice, Czech Republic
BIOGRAPHY
Emma Briggs

Professor, King's College London, United Kingdom
BIOGRAPHY

Abstract

Chair: Petra Mandysova, Czech Republic

Patient and family education
Petra Mandysová, Czech Republic

Patient motivation is an important factor in determining how well patients and families learn to manage pain. Nurses can educate patients and families using a suitable framework, e.g. the Motivational Model of Pain Self-Management, which consists of the following components: perceived importance, self-efficacy, and readiness to change or maintain self-management behaviours (coping). Coping strategies that are harmful should be changed, if possible, through patient education. Before doing so, nurses should identify attitudinal barriers, such as concerns about using analgesics and about communicating with healthcare professionals, e.g. the desire to be a “good patient”.

Simultaneously, nurses should promote therapeutic alliances with their patients and help enhance their empowerment. The can use motivational interviewing, which helps patients and their families to explore and resolve their attitude toward change.

However, changing behaviour may not be an easy task, and several theoretical models of behaviour change can guide nurses as they plan their health education programs and strategies. The Stages of Change Model, developed by Prochaska and DiClemente in the late 1970s, operates on the assumption that people do not change behaviours quickly and decisively. Rather, change in behaviour occurs continuously through a cyclical process. Setting discrete, realistically ambitious goals and objectives is important.

Attaining such goals can significantly increase performance motivation, while setting unrealistic goals can eventually result in low efficacy, i.e. low confidence in one's ability to execute a specific behaviour. Finally, learning objectives can be defined using the so called ABCD format, where A = Audience, B = Behaviour, C = Condition, and D = Degree. By defining “who will being doing what under what conditions and how well”, such learning objectives are clear and measurable.

Educating other health professionals
Emma Briggs, United Kingdom

Educating other professionals is one of the fundamental ways of influencing and improving pain management. But we need to do more than increase people’s knowledge. The pain education nurses
and other professionals provide, should help staff understand pain, sensitively challenge and change
long-held beliefs and behaviours, increase skills, confidence and competence in preventing and
managing pain. This session will highlight key educational principles to increase the power of the pain education we provide to other professionals. We will start by getting you to think about the
people who have inspired you and what made them such a powerful educator. This session
addresses the following competencies in the European Core Curriculum for the Diploma in Pain
Nursing: 6.2.1, 6.2.2, 6.2.3, 6.2.4, 6.2.5, 6.2.6, 6.2.7

Case reviews: Evaluating education
Petra Mandysova, Czech Republic & Emma Briggs, United Kingdom

Q&A