Clinical Manual for Management of the HIV-Infected ... - myCME.com

10–6 | Clinical Manual for Management of the HIV-Infected Adult/2006
How Should Patient Education Be Provided?
Rarely are patients able to absorb all of the necessary
information in a single session. Attention and
comprehension levels are optimal during the first 15-
20 minutes of a visit, after which an individual’s ability
to absorb and retain information declines. Therefore,
clinics should consider strategies to integrate these
patient education messages throughout the course of
patient care and to engage patients in this process.
Support groups, case managers, and peer educators can
be invaluable in this process of engagement.
It is also important to keep the medical information
specific to the patient. Although there are some areas of
education that should be considered for all patients (see
above), patients should not be required to have a high
level of understanding in each area. Patients should be
given the opportunity to learn as much about an area as
they would like and to retain the volume of information
necessary to keep them healthy and safe. For example, in
the area of “What is HIV?” there may be some patients
who want to know details about the basic science and
immunologic impact of HIV. With this information,
these patients might then want to take the lead in
making treatment and care decisions for themselves, in
consultation with their care providers. Other patients,
however, would feel overwhelmed by this volume of
information and involvement and may be best engaged
in participating in their care by knowing how HIV
is transmitted, how to keep themselves healthy, and
how to access more information if they want it. Some
patients would prefer for their care providers to “just tell
them what to do” rather than take the lead in their own
treatment decisions.
There are a number of Web sites that provide HIV
information for patients (see Web-Based Resources
chapter). Many patients may prefer this form of selfeducation.
Encourage patients to bring any information
they discover to clinic for further discussion. Reminding
patients that they can be teachers as well as students can
be a useful strategy for engaging patients in this process.
In addition, patients may learn of novel tools and
information sources that could be useful to others.
The following are some useful suggestions that providers
can convey to their patients:
♦
♦
♦
♦
♦
♦
Define your goals for each visit; please let your
provider know your concerns and what you hope to
learn in the course of the visit.
Write down questions and concerns as they arise,
and take that list with you to your appointments.
Meet all the members of your care team and learn
their areas of expertise and what they might be able
to offer you.
Ask about support groups and other peer groups that
might be able to provide support/education.
Review brochures and/or Web sites that provide
additional information.
Ask supportive friends or family members to
accompany you to clinic visits. They may be able
to obtain information that is helpful for their role
in supporting your health or reminding you of
information discussed at visits.