Time, or lack of it, is a persistent obstacle to patient education. As the length of hospital stays has shrunk and staffing is cut, nurses often have no time to educate patients. But patient educators must develop teaching methods that defy time. On of the methods is the use of analogies.
We have all developed a variety of ways to get our message across to our patients. A favorite of mine has been using analogies to explain a medical concept. This is a valuable way of teaching patients, but it must be used effectively if it is to improve patient education because there is a difference between good and bad analogies.
A bad analogy can cause misconceptions. A good analogy should be short, visual and illustrative. I've used the heart as a 'pump' and envisioned a 'furnace' when explaining the pathology of diabetes. The patient needs ot be familiar with what you are comparing the medical concept to, otherwise the time spent using the illustration will be unproductive. An analogy is the comparison of an unfamiliar concept to a familiar one, therefore you must question the patient if they are familiar with the analogy being used for comparison.
An alalogy is not always indicated if a relatively simple subject is being taught. A straight forward explanation may be the best, perhaps most effective, method. Analogies can be an effective way of teaching when a complex concept is difficult for a patient to understand. If an analogy is indicated, a patient's understanding should first be determined. After explaining the analogy, any limitations should be pointed out to avoid misconceptions. Patients should be questioned to assure correct understanding. Patients should also be asked how they felt about the class session to determine if it increased their knowledge and awareness and also to see that our goal was met. The evaluation gives evidence of the effectiveness of the teaching..
Assessment is a key component of patient education. Shorter hospital stays have not allowed all the pertinent information to be taught that is needed. The information given must include details for a safe discharge and be patient specific. This information should be contained in the initial needs assessment. It is frustrating to find the time spent in teaching did not result in the patient learning or did not choose to follow the material presented. Rapport should be built so trust and respect are established.
It must be determined if the patient is ready to learn, physically, mentally and emotionally. If the patient is in pain, has visual or auditory problems, is not alert, is confused, is anxious, or in denial, they are not considered a candidate for learning at this time.
The educator must determine what the patient's immediate needs to know are, to be safely discharged. The patient should be asked wheterr they have ever been taught anything aobu the diagnosis before, and if so, what they learned. Ask patients what they want to know. What is really important to them and what most concerns them? Most are motivated to learn if the information pertains to something that interests them. If there is understanding by the patient in some areas, then the focus should be in an area that the patient does not know or perhaps in clarifying misconceptions. If a patient understands but does not follow, it is important to see why and perhaps the two can be resolved.
A variety of teaching tools should be available to tailor the teaching to the needs of each individual. The more sensory ways that are utilized, the more they will learn. Their physical disabilities may determine the teaching tool to use. Time is wasted if information is given but the patient doesn't learn. Some programs encourage other professionals to sit in on the class to critique the skills of the educator. It brings home what should be done and what may not be as important. This helps the educator and the program. Encouraging the patients to generate questions helps the patient to talk intelligently about diabetes with his doctor and nurses and empowers the patient.