Education and Patient Centered Care
Education and Patient Centered Care
Patient-Centered
Care and Professional
Nursing Practice
Chapter 11
What is Patient-Centered Care (PCC)?
• Care that is respectful of and responsive to
individual patient preferences, needs, and
values and ensuring that patient values guide
all clinical decisions (IOM, 2001)
• Recognizes the patient or designee as the
source of control and full partner in providing
compassionate and coordinated care based on
respect for the patient’s preferences, values,
and needs (QSEN, 2014)
PCC Competency
• The nurse “will provide holistic care that
recognizes an individual’s preferences, values,
and needs and respects the patient or designee
as a full partner in providing compassionate,
coordinated, age and culturally appropriate,
safe and effective care” (Massachusetts
Department of Higher Education, 2010, p. 9)
Dimensions of PCC
• Respect for patients’ values, preferences, and
needs
• Coordination and integration of care
• Information, communication, and education
• Physical comfort
• Emotional support
• Involvement of family and friends
• Transition and continuity
• Access to care
Picker Principles of Patient-
Centered Care
Videos featuring patients “in their own words”
http://cgp.pickerinstitute.org/?page_id=1319
http://cgp.pickerinstitute.org/?page_id=1319
Components of Patient-Centered and
Family-Centered Care Delivery Models
• Coordination of care conference
• Hourly rounding by the nurse
• Bedside report
• Use of patient care partner
• Individualized care established on admission
• Open medical record policy
Components of Patient-Centered and
Family-Centered Care Delivery Models (cont.)
• Eliminating visiting restrictions in relation to
family members
• Allowing family presence with a chaperone
during resuscitation and other invasive
procedures
• Silence and healing environment
Communication as a Strategy to
Support PCC
• Communication is defined as the nurse
interacting “effectively with patients, families,
and colleagues, fostering mutual respect and
shared decision making, to enhance patient
satisfaction and health outcomes”
(Massachusetts Department of Higher
Education [2010], p. 27)
Empathetic Communication
• Behaviors that facilitate empathetic
communication include:
– Listening carefully and reflecting back a
summary of the patient’s concerns
– Using terms and vocabulary appropriate for the
patient
– Calling the patient by his or her preferred name
– Using respectful and professional language
Empathetic Communication (cont.)
• Behaviors that facilitate empathetic
communication include (cont.):
– Asking the patient what they need and
responding promptly to those needs
– Providing helpful information
– Soliciting feedback from the patient
– Using self-disclosure appropriately
– Employing humor as appropriate
– Providing words of comfort when appropriate
Nonempathetic Communication
• Behaviors can also hinder empathetic communication:
– Interrupting the patient with irrelevant information
– Using vocabulary that is either beneath the level of
the patient or not understandable to the patient
– Using language that may be perceived as
patronizing or demeaning
– Using nonprofessional language
Non-Empathetic Communication (cont.)
• Behaviors can also hinder empathetic communication
(cont.):
– Reprimanding or scolding the patient
– Preaching to the patient
– Providing the patient with inappropriate
information
– Asking questions at inappropriate times or giving
patient advice inappropriately
– Self-disclosing inappropriately
Kleinman’s Questions
• What do you think has caused your problem?
• Why do you think it started when it did?
• What do you think your problem does inside
your body?
• How severe is your problem? Will it have a
short or long course?
Kleinman’s Questions (cont.)
• What kind of treatment do you think you
should receive?
• What are the most important results you hope
to receive from this treatment?
• What are the chief problems your illness has
caused you?
• What do you fear most about your
illness/treatment?
Patient Education as a Strategy to
Support PCC
• Patient education is any set of planned
educational activities designed to improve
patients’ health behaviors and/or health status
Learning Domains
• Cognitive learning encompasses the
intellectual skills of knowledge acquisition,
comprehension, application, analysis, and
evaluation
• Psychomotor learning refers to learning skills
and performance of behaviors or skills
