Effective Education for Patients Julie-Anne Regan University of Chester.
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Transcript of Effective Education for Patients Julie-Anne Regan University of Chester.
![Page 1: Effective Education for Patients Julie-Anne Regan University of Chester.](https://reader035.fdocuments.net/reader035/viewer/2022070401/56649f1c5503460f94c31cd0/html5/thumbnails/1.jpg)
Effective Education for Patients
Julie-Anne Regan
University of Chester
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How People Really Learn‘Ripples’ model of learning
Phil RaceBSc PhD PGCE FCIPD SFHEA NTF
Visiting Professor, Assessment, Learning and Teaching
Leeds Metropolitan University
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My aim for today
• To help you to focus on the patient learning experience rather than the teaching method;
• What the patient is doing rather than what you, the CR practitioner, is doing.
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Race’s Ripple Model asserts there are seven factors underpinning successful learning – in any context
We are going to concentrate on the first five of those
today
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21
3
Prepare to jot down your answers to the
secondsecond parts of each of four questions – no more than six words or so.
4
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1: How do you learn well?
• Think (don’t write anything yet) of something that you’re good at, something that you know you do well.
• How did you become good at it? Write a few words in box 1.
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Most people’s views... practice trial and error having a go repetition experimenting
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2: What makes you feel good?
• Think of something about yourself that you feel good about.
• How can you know it is good? What’s your evidence to support this feeling? Write a few words in box 2.
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Most people’s views...
feedback other people’s
reactions praise gaining confidence seeing the results
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3: What can go wrong?
• Think of something that you’re not good at, perhaps as a result of a bad learning experience.
• What went wrong, and whose (if anyone’s) fault it may have been? Write a few words in box 3.
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Most people’s views...
did not really want to learn it
could not see the point bad teaching could not make sense
of it
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4: And if there isn’t a ‘want’?
• Think of something that you did learn successfully, but at the time you didn’t want to learn it.
• What kept you going, so that you did indeed succeed in learning it? Write a few words in box 4.
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Most people’s views... strong support and
encouragement did not want to be seen
not able to do it needed to do it for
what I wanted next
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Five of the factors underpinning successful learning
• learning by doing
• learning from feedback
• wanting to learn
• needing to learn
• making sense - ‘getting one’s head round it’… ‘digesting’
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Ripples on a pond….
Wanting/Needing
Doing
Feedback
Making sense
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Cornerstones of learning
• Wanting = curiosity
• Needing = commitment
• Doing = competence development
• Making sense = contestation
• Feedback = communication
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Smarter teaching
- tuning in everything we do, when we teach, to these five
factors.
You can always consider the other two at a later date!
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Patient centred teaching• Strive to enhance our patients’ want to learn;• Help patients to develop ownership of the need
to learn;• Keep patients learning by doing, practice, trial-
and-error, repetition;• Ensure patients get quick and useful feedback
– from us and from each other;• Help patients to make sense of what they
learn.• There is a degree of overlap in these factors.
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How we can help our patients to learn more effectively, efficiently, and enjoyably…
• We can strive to enhance our patients’ want to learn…
• Making learning fun to get them involved in their learning;
• Pointing out why we’re teaching it, and why they’re learning it;
• Health Belief Model (see Becker and Rosenstock for example). HBM.doc
• Models of behaviour change (see Bandura; Skinner; Azjen; Prochaska and DiClemente.) Stage of Change.doc
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How we can help our patients to learn more effectively, efficiently, and enjoyably…
• We can help patients to develop ownership of the need to learn;
• Identifying their realistic life (health) goals;• Using those goals to plan relevant learning
activities;• Explaining how the learning will be useful to
them for achieving those goals;• Making sure the patient understands the
consequences of not learning, as well as the benefits of the learning.
• The discussion about ‘want’ is relevant here too
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How we can help our patients to learn more effectively, efficiently, and enjoyably…
• We can keep our patients learning by doing, practice, trial-and-error, repetition;
• Keeping them learning actively in our rehabilitation sessions;
• Helping patients to feel good about learning through mistakes. Make rehabilitation a safe learning environment;
• Bringing learning to life and life to learning – learning must continue between sessions;
• Opportunities for feedback;• Different learning tasks for different groups- eg use of
technology enhanced learning.
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How we can help our patients to learn more effectively, efficiently, and enjoyably…
• We can ensure patients get quick and useful feedback – from us and from each other;
• Making sure they get feedback quickly enough while they still care about it;
• Help them to recognise feedback from their own bodies indicating positive outcomes/progress;
• Helping them to get a great deal of feedback from each other by using peer support within the group;
• Working with significant others to impress the importance of feedback.
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How we can help our patients to learn more effectively, efficiently, and enjoyably…
• We can help patients to make sense of what they learn…
• Explaining to them how we got our heads around complex ideas in the past;
• Making it OK for the light not yet to have dawned;
• Know your patients – people learn at different paces, some may need smaller steps and more repetition than others;
• Consolidating what they have learned by putting them into the position of helping others to learn – family, friends, other patients.
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Thank You
• What about the ‘grabber’?