Lori Sampson, RN BSN

PATIENT CENTERED CARE

Patient centered care focuses care and education in accordance with the

unique needs, cultures, values and preferences.

The Joint Commission Accreditation of Hospitals and Organizations (JCAHO) and accrediting body.

IHS wants all ambulatory facilities accredited as a “Patient Centered Medical Home”.

A Medical Home Model or philosophy of primary care that is patient-centered, comprehensive, team-based, coordinated, accessible, and focused on quality and safety.

It’s not a PLACE, it’s a partnership.

The right care at the right time.

Why is this important in

Trauma Informed Care.

Learning preference is the

self identified way the

patient learns best.

Education provided at the

right time and in the manner

it is learned best improves

knowledge, compliance and

better outcomes.

HOW DO YOU LEARN BEST? (LEARNING PREFERENCE)

Do or Practice The patient states that doing or practicing a new skill is the preferred style of

learning new information.

Read The patient, or the patient’s family, states that reading is a preferred style of

learning.

Small Group The patient, or the patient’s family, states that participating in small groups is a

preferred style of learning.

Talk The patient, or the patient’s family, states that talking and asking questions is a

preferred style of learning.

Media The patient, or the patient’s family, states that media (kiosk, videos, and

interactive displays) is a preferred style of learning.

ELECTRONIC HEALTH RECORD (EHR)

Where: Electronic Health Record

>Wellness Tab

>Health Factor

>Learning Preference

1. Review the most common styles of adult learning (talking and asking questions, group discussion, videos, reading).

2. Explain that every individual is unique and has his or her own preference(s) in how they receive new information.

3. Ask the patient, or the patient’s family, “How do you learn best?”

1. Expand the

Learning

preference to see

all the choices.

2. Select the

verbalized

preference to

learn new

information.

3. Select “Add”.

Doing is #1. The

patient states that

doing or practicing a

new skill is the

preferred style of

learning new

information. (RPMS, 2018)

Small Group Media Talk Read Doing

Learning Type 17 153 287 380 1904

17

153

287

380

1904

0

200

400

600

800

1000

1200

1400

1600

1800

2000

Nu

mb

er

of

Pa

tie

nts

(N=2741)

WWMHCC Learning Preferences 2012 - 2017

GENERATIONAL AGE DIFFERENCES

Generation Y <23

Millennials 24-38

Generation X 39-53

Baby Boomers 54-72

Traditionalist >73

Do we learn differently in age groups?

Doing:

Continues to be the

#1 way of learning. (RPMS, 2018)

GenerationY Millennials Generation X Baby Boomers Traditionalist

Talk 17 84 71 79 36

Media 19 47 44 42 1

Sm Group 5 2 3 6 1

Read 37 83 108 135 17

Doing 87 540 533 608 136

17

8471

79

3619

47 44 42

15 2 3 6 1

37

83

108

135

17

87

540 533

608

136

0

100

200

300

400

500

600

700

Nu

mb

er

scre

en

ed

Generational Learning Preferences (N=2708)

Talk

Media

Sm Group

Read

Doing

ACTIVITIES FOR “DOERS”

Learn through their whole body; sight, smell, movement, touch

Activities where the person can handle the new equipment or teaching prop.

Role play the scenario for when they go home to do themselves.

Hands on training; by return demonstrations.

Use color coded simulations, a model they can move/touch.

Use real life scenario’s when teaching when to do it, where, why, how.

Doers learn best when they interact.

Clear learning goals, outcomes and their relevance is known.

After instructing and showing a

person “how to” perform blood

sugar monitoring ask them to show

you by performing the test

themselves.

Encourage to talk as they walk

through the task. This is to help

assess the thinking process and to

provide feedback.

Ask open ended questions to help

assess their knowledge. “What

would you do if your are just not

feeling right?” Encourage to check

blood sugar.

“What would you do if….”

HOW DOES THIS RELATE TO TRAUMA INFORMED CARE? Patient centered care is specific to

their needs, identified barriers and is done so to not expose to another trauma about care for self. Do not re-traumatize.

Through motivational interviewing skills and asking open ended questions can lead to identifying underlying assumptions of disease process.

The survivor's need to be respected, informed, connected, and hopeful regarding their own recovery.

Need to emphasize concepts of empowerment, connection, and collaboration

DISCUSSION QUESTIONS1) Why is understanding the learning preference of the individual you are working with relevant to a trauma-informed approach?

2) Were you surprised with the generational differences in learning preferences in the population we work with? Why or why not?

3) Thinking about the teaching you do in your own work, do you have any ideas about how to better tailor to learning preferences?

4) Is there one thing you plan to change as a result of this presentation?

CONCLUSION

Doing is the preferred way of learning by those being screened.

Continue to screen for learning preferences in all age groups.

Provide education in multiple ways and increase return demonstrations and “hands on” type training methods.

Adjust training opportunities to continue to be patient centered.

Reassess annually and as needed.

REFERENCE

CMS.gov (2018).

DHHS. (2018). Retrieved from DHHS.gov: https://pcmh.ahrq.gov

IHS. (2016). Retrieved from IHS.gov: https://www.ihs.gov/RPMS/PackageDocs/BJPC/bjpc0200.16uaum.pdf

Patient Centered Primary Care Initiative . Defining the Medical Home Model. (https://www.pcpcc.org/about/medical-home)

RPMS data source for graphs. Woodrow Wilson Memorial Health Care Center.