Introduction
At the beginning of the 21st century, patient education and teaching has changed dramatically. In contrast to the previous period, when the attention was paid to treatment methods only, modern teaching methods involve patients’ self-management and unconscious impact. Modern patient education is based on the idea that sense of coherence represents the individuals’ ability to believe that what happens in their life is comprehensible, manageable, and meaningful. A greater sense of coherence leads to a person’s effective coping with a multitude of stressors and thereby positive health outcomes. The sense of coherence construct was predicted to be a stress buffer: Under stressful circumstances, those individuals with a strong sense of coherence-in contrast to those with a lower sense of coherence- would be better capers, more likely to draw on their own resources (i.e., ego strength) and those of others (i.e., social support), and as a result enjoy better health and well-being. Control has to do with individuals’ recognition that they have some influence over what life brings (Health Education Update 2010).
Discussion Section
The teaching involves coping strategies. The dynamic interplay of all three in people’s basic stance toward life is theorized to promote stress resistance and to enhance psychological and physical health. Hardiness is said to lessen the negative effects of stress by its influence on the perception and interpretation of stressful events and its promotion of actions that minimize the toxicity of those events. Optimistic outcome expectancies are theorized to lead an individual to engage in active behavior to attain a goal. Pessimistic outcome expectancies, on the other hand, are thought to lead an individual to give up and not engage in behaviors to attain the goal. With regard to optimism’s role in influencing health, it has been hypothesized that optimism leads to more adaptive coping with stress. In general, optimists who believe they will most likely experience positive outcomes will engage actively in more problem-solving coping, whereas pessimists who expect bad outcomes will tend to engage in more avoidant coping. The work on motive strength and health offered the only contemporary approach to understanding how people’s personal dispositions lead to better physical health that gave serious consideration to unconscious processes (Patient Education Institute 2010). Modern teaching is shifted from theorizing to practical information. Researchers have developed prevention programs in which erroneous normative perceptions about prevalence and acceptability of drug use among peers are corrected. Resistance training may fail because instruction in techniques to resist peer pressure communicates first that peer pressure exists and implies that most adolescents perceive substance use as common and acceptable (Patient Education Materials 2010).
Conclusion
The future trends in teaching are emotional involvement of patients and psychological help. The knowledge gained from studying the perception of social norms regarding health practices has implications for health prevention programs. Misperception of peer substance use and other unhealthy practices functions as a passive form of social influence. Emotional self- evaluation via social comparison was served by affiliating with others awaiting the same threat (i.e., a similar other). He acknowledged, however, that people might also want cognitive clarity about the impending threat to reduce uncertainty about the nature and dangers associated with the situation. Emotional comparison processes are considered to be inherently interpersonal and focused on evaluating people’s feelings. Before the relative merits of the theoretical approaches to composison and coping can be determined, another problem needs to be resolved.
References
Bastable. Susan B. Nurse as Educator 3rd edition. Health Education Update (2010). Web.
Patient Education Institute (2010). Web.
Patient Education Materials (2010). Web.