Introduction
Patient compliance refers to the measure in which a patient correctly follows the medical prescription, such as self-care, medical device usage, and therapy. In long-term care, such as nursing homes, patient compliance improves the quality of health, which means healthcare outcome is sustainable (Cook, 2020). Additionally, it reduces the economic burden in the clinical system as the healthcare professionals do not get tied to a specific clinical situation; instead, they focus on the systemic goal for the patient.
Discussion
The role of healthcare professionals in patient compliance comprises providing sufficient clinical information to an individual seeking medical treatment. Additionally, the expert offers medical guidance meant to prevent further adverse effects and guarantee stability in the well-being of a patient (Cook, 2020). A healthcare professional may cause noncompliance when they become rude to the patient, fail to offer adequate details to hospitalized individuals, and lack real-time communication concerning a medical process.
In healthcare, compliance refers to a patient’s uncritical acceding to a professional prescription under paternalism. On the other hand, collaboration involves a patient and a healthcare professional engaging in a preferred clinical situation to deliver desirable care in the medical field (Mir, 2023). Nursing informatics may collaborate with other experts to identify specific aspects preventing a patient from complying with a particular clinical procedure. In compliance, the patient tends to follow medical advice without questioning, whereas collaboration encourages active participation and shared decision-making between patients and healthcare providers, fostering a more patient-centered approach to care (Smith et al., 2022). Effective collaboration in healthcare can lead to improved treatment outcomes and patient satisfaction, promoting better overall health and well-being.
Patient education in the past involved authoritative paraphernalia, where patients adhered to medical guidelines offered to them. In contemporary healthcare, patient education is collaborative, meaning that a patient will create relationships with doctors and nurses for therapeutic remedies intended to increase quality care (Heath, 2022). Patient education in the past had limited resources, unlike today, where people can have multiple reference sources that are scholarly and evidence-based.
Professional commitment is fundamental in developing patient education as a clinical skill. The reason is that it enables the formation of patient-centric content that focuses on personal healthcare demands for patients needing medical attention (Ripp & Thomas, 2023). It also unleashes possible innovative ideas that contribute to combatting a specific ailment through joint practice in the clinical field. Therefore, professional commitment increases patient recovery and lowers high chances of disease prevalence.
The three learning categories in patient education are cognitive, affective, and psychomotor aspects that engage different learning domains in healthcare. Cognitive majorly involves developing intellectual abilities, and it can be applied in helping patients remember medical histories such as medication, prescription, and personal care (Ripp & Thomas, 2023). The affective category means developing feelings and attitudes, which can boost patient metrics employed to treat them, such as belief in self-care and compliance with doctors (Ripp & Thomas, 2023). Psychomotor skills are more manual skills that enhance clinical processes and can be used in therapies whereby a patient may be required to exercise for advanced recovery.
Problems that may arise with patient education include time challenges, a variety of hospitalized individuals, and materials used to foster health knowledge in these people. Patients, as well as doctors and nurses, may need more time to engage in informative sessions due to other clinical obligations (Altmiller, 2022). There could be many patients who need unique patient education, so it would be challenging to offer sufficient information to every person. Lastly, patients may need help understanding the materials used in the sessions due to the clinical language barrier, inability to access the materials, and authenticity.
Conclusion
Time constraints can be solved by creating sessions in fixed schedules while a variety of patients calls for clustering of the patients where each group gets their specific educator (Altmiller, 2022). The materials used must be scholarly and evidence-based, and healthcare professionals must explain terminologies to patients.
Patient education can be documented in a number of ways. That includes the following;
- Recording audio that can be used to inform patients concerning a specific health issue.
- Electronic health records are used to develop modern programs and applications containing precise data and information about various health issues (Ripp & Thomas, 2023).
- In the form of narrative charting, components of medical information are outlined for conceptualization by intended users. (Ripp & Thomas, 2023).
References
Altmiller, G. (2022). Patient safety and quality of care as measures of nursing competence. Quality and Safety Education for Nurses, 4(7), 17–32. Web.
Cook, C. (2020). Models to evaluate patient compliance. Patient Compliance with Medications, 4(7), 89–114. Web.
Heath, S. (2022). Why patient education is vital for engagement, and better outcomes. Patient Engagement HIT. Web.
Mir, T. H. (2023). Adherence versus compliance. HCA Healthcare Journal of Medicine, 4(2), 2–6. Web.
Ripp, J. A., & Thomas, L. R. (2023). Caring for caregivers to be: A comprehensive approach to developing well-being programs for the health care learner. Oxford University Press.