Let 4Sem 1 , 1434

JCAHOJCAHOJoint commission on the Accreditation of Joint commission on the Accreditation of

Health Care Organization:Health Care Organization: 1990, to achieve accreditation all patients should receive teaching and all health care providers must demonstrate patient learning

It requires individualised teaching, organization wide patient and family education, and evidence of direct impact of education on patients

It requires an interdisciplinary approach

STANDARDSTANDARDالمعيارالمعيار Education supports patient and family

participation in care decision and care processes.

Measurable ElementsMeasurable Elements1. The organization plans education

consistent with its mission, services and patient population.

2. There is an appropriate structure or mechanismآلية for education throughout the organization.

3. Education resources are organized in an efficientكفؤ and effective manner فعال بأسلوب.

STANDARDSTANDARDالمعيارالمعيار Each patient’s educational needs are

assessed and recorded in his or her record. 

Measurable ElementsMeasurable Elements1. The patient’s and family’s education needs are

assessed.2. The patient’s and family’s ability to learn and

readiness to learn are assessed.3. Assessment findings are recorded in the patient’s

record.4. There is a uniform process for recording patient

education information. 

PolicyPolicyHospitals have policies written in a

special folders available by the Organization department to all hospital departments and employees that state the policies in regard of certain issues, proceduresإجراءات , care, .......

Abbreviation ListsAvailable by JCAHO

Patients Bills Patients Bills مواثيقمواثيقof Rightsof RightsRight for care/respect/ equal

treatment/privacy/ right to know about his medication, disease, treatmentمعالجة ,............

Consent forms موافقة أشكال

Competencies and staff developmentCompetencies and staff developmentCompetency Competency الكفاءةالكفاءةBased practice (CBP):Based practice (CBP): Is a

patient care delivery system which emphasizes professional ability to demonstrate competence in high risk , high volume problem prone قدرةaspects of care within a specific role and clinical practice

KnowledgeKnowledge is integral to competent performance so CBP emphasizes doing than knowing

The expected performance outcomesThe expected performance outcomes are expressed as measurablemeasurable, observable, behaviours called competentمؤهلة statements and performance criteria

Performance CriteriaPerformance CriteriaAre essential cognitive, psychomotor and or

affectiveعاطفي behaviours required to achieve competence

Are integrated into the competency assessment instrument used to assess and evaluate acquisitionاستمالك of and ability to demonstrate new and previously acquired knowledge as well as technical critical thinking and interpersonal communication skills

Educational Materials/writing the messageEducational Materials/writing the message•Define audience•Plan information/objectives•Format (font, colour, shape,

layoutتخطيط

Problems with message designMismatch لخبطةbetween

instructions and patientsToo much information includedDifficult information

Educational Materials/writing the message/2Educational Materials/writing the message/2Choose simple common words/directed to

grade 5-6Prioritizeفضل Capitalize titlesEmphasize messageUse active voicePictures appropriate Give examplesShort sentencesInclude interaction

Group Process skillsGroup Process skillsSet your objectives/plan your process/ plan

your session by time and by content/set your media/audiovisuals/CBE/set time/place/know your audience

Introduce groups, yourself/ Pre-test/ icebreaker/ warm-up exercise

Group Process skills/2Group Process skills/2Brainstorming/

pyramiding/questioning/role-play/rehearsalتدريب /self-monitoring techniques/activities/games/

Summarize after each point/at the endQuestions at the end / Post testUse humourمرح

/stories/examples/experiences

Making Good use of AudiovisualsMaking Good use of AudiovisualsPreview استعرضthe material beforehand

and make sure you use only materials related to your objectives and the needs of your patient

Restate the objective and the particular points to look for before showing the media

Making Good use of Audiovisuals/2Making Good use of Audiovisuals/2If the entire program is not appropriate

use only what meets your needsPoint out any terms or steps that are

different from the ones you have been using

Explain how they relate to your terms

Making Good use of Audiovisuals/3Making Good use of Audiovisuals/3At the start of the presentation check if

the viewer can see and hear adequatelyAt the conclusion summarize key points

or ask some questions covering your point

Making Good use of Audiovisuals/4Making Good use of Audiovisuals/4If the presentation teaches skills have

them try to perform itOffer patients opportunity to review

materials before practiceIf materials, or equipment needed to

perform objectives have them ready