This document discusses patient empowerment and provides a self-assessment tool to evaluate a patient's level of empowerment. It begins by defining when a patient can be considered empowered, including having control over their own health decisions, knowing their rights, and actively participating in decision-making. The document then presents a 16-item rating scale for patients to self-assess their empowerment level. Each item is rated on a scale of 0 to 3. The document reviews key patient rights and provides the rating scale as a way for patients to measure their empowerment and identify areas for improvement.
ROJOSON-PEP-TALK: Patient Management Process – An Overview (Pre-session Recor...Reynaldo Joson
The document discusses a patient empowerment program that aims to educate laypeople about the patient management process. This involves understanding how patients are diagnosed and treated for health issues. It introduces a 6-part framework for the patient management process, covering clinical diagnosis, testing, treatment selection, advice to patients, and limitations of medical practice. The goal is to empower patients to make informed decisions about their healthcare by understanding how physicians assess and manage health concerns through established processes rather than isolated questions and answers.
ROJOSON-PEP-TALK: Patient Management Process – An Overview (Talk – July 10, 2...Reynaldo Joson
The document provides an overview of a Patient Management Process framework presented by the author. It consists of 6 parts: Overview, Clinical Diagnostic Process, Paraclinical Diagnostic Process, Selection of Treatment Process, Advice to Patient Process, and Peculiarities and Limitations of Medical Practice. When a patient consults a physician, the physician's tasks are to establish rapport, make a diagnosis and provide advice, determine treatment and provide advice, and give general advice. The overview describes the clinical diagnostic process of pattern recognition and prevalence to make a diagnosis. It also outlines the processes used to determine if paraclinical diagnosis is needed, select the procedure, interpret results, and determine pretreatment diagnosis before selecting treatment. The goal is
ROJOSON-PEP-TALK: When is a Patient Empowered (Pre-session Recording) - June ...Reynaldo Joson
The document discusses when a patient can be considered empowered. It provides several criteria for an empowered patient, including having control over their own health decisions, knowing their rights, and actively participating in medical decision making. It then presents a self-assessment survey for patients to rate themselves on various empowerment factors and aspects of health literacy. Completing the assessment regularly allows patients to identify areas for improvement and work towards a higher level of empowerment over time.
ROJOSON-PEP-TALK: Strategies of Patient Empowerment Program (Talk - June 26, ...Reynaldo Joson
The document discusses strategies for patient empowerment presented by Dr. ROJoson. It identifies four key components of patient empowerment according to the WHO: understanding one's role, acquiring sufficient knowledge, developing skills, and having a facilitating environment. Dr. ROJoson's strategies include educating patients on their rights and responsibilities, developing their competencies through self-directed learning, and empowering them to make autonomous healthcare decisions. The goal is for patients to gain control over managing their own health issues.
ROJOSON-PEP-TALK: Pt Mgt Process – Clinical Diagnostic Process (Talk July 17,...Reynaldo Joson
The document discusses the goals and clinical diagnostic process aspects of patient management. The goals of physicians in managing patients are resolution of health problems without death, complications or disability, in a way that satisfies patients. Physicians use four tasks - rapport, diagnosis/advice, treatment/advice, and advice. Diagnosis involves collecting symptom and sign data from the patient history and exam. Physicians use pattern recognition and prevalence processes to analyze this data and make a clinical diagnosis. Pattern recognition matches the patient's presentation to a known disease pattern, while prevalence considers the most common local diagnoses.
ROJOSON-PEP-TALK: Pt Mgt Process – Clinical Diagnostic Process (Pre-session R...Reynaldo Joson
The document discusses the clinical diagnostic process that physicians use to diagnose patients. It begins with the goals of resolving health problems without death, complications, or disability while satisfying patients. Physicians establish rapport, diagnose using pattern recognition and prevalence, treat, and provide advice. Diagnoses are made by identifying the involved organ and general/specific disease. The outputs are primary and secondary diagnoses with certainty levels expressed as probability percentages. Signs support more certain diagnoses than symptoms alone.
ROJOSON-PEP-TALK: Patient Management Process – An Overview (Pre-session Recor...Reynaldo Joson
The document discusses a patient empowerment program that aims to educate laypeople about the patient management process. This involves understanding how patients are diagnosed and treated for health issues. It introduces a 6-part framework for the patient management process, covering clinical diagnosis, testing, treatment selection, advice to patients, and limitations of medical practice. The goal is to empower patients to make informed decisions about their healthcare by understanding how physicians assess and manage health concerns through established processes rather than isolated questions and answers.
ROJOSON-PEP-TALK: Patient Management Process – An Overview (Talk – July 10, 2...Reynaldo Joson
The document provides an overview of a Patient Management Process framework presented by the author. It consists of 6 parts: Overview, Clinical Diagnostic Process, Paraclinical Diagnostic Process, Selection of Treatment Process, Advice to Patient Process, and Peculiarities and Limitations of Medical Practice. When a patient consults a physician, the physician's tasks are to establish rapport, make a diagnosis and provide advice, determine treatment and provide advice, and give general advice. The overview describes the clinical diagnostic process of pattern recognition and prevalence to make a diagnosis. It also outlines the processes used to determine if paraclinical diagnosis is needed, select the procedure, interpret results, and determine pretreatment diagnosis before selecting treatment. The goal is
ROJOSON-PEP-TALK: When is a Patient Empowered (Pre-session Recording) - June ...Reynaldo Joson
The document discusses when a patient can be considered empowered. It provides several criteria for an empowered patient, including having control over their own health decisions, knowing their rights, and actively participating in medical decision making. It then presents a self-assessment survey for patients to rate themselves on various empowerment factors and aspects of health literacy. Completing the assessment regularly allows patients to identify areas for improvement and work towards a higher level of empowerment over time.
ROJOSON-PEP-TALK: Strategies of Patient Empowerment Program (Talk - June 26, ...Reynaldo Joson
The document discusses strategies for patient empowerment presented by Dr. ROJoson. It identifies four key components of patient empowerment according to the WHO: understanding one's role, acquiring sufficient knowledge, developing skills, and having a facilitating environment. Dr. ROJoson's strategies include educating patients on their rights and responsibilities, developing their competencies through self-directed learning, and empowering them to make autonomous healthcare decisions. The goal is for patients to gain control over managing their own health issues.
ROJOSON-PEP-TALK: Pt Mgt Process – Clinical Diagnostic Process (Talk July 17,...Reynaldo Joson
The document discusses the goals and clinical diagnostic process aspects of patient management. The goals of physicians in managing patients are resolution of health problems without death, complications or disability, in a way that satisfies patients. Physicians use four tasks - rapport, diagnosis/advice, treatment/advice, and advice. Diagnosis involves collecting symptom and sign data from the patient history and exam. Physicians use pattern recognition and prevalence processes to analyze this data and make a clinical diagnosis. Pattern recognition matches the patient's presentation to a known disease pattern, while prevalence considers the most common local diagnoses.
ROJOSON-PEP-TALK: Pt Mgt Process – Clinical Diagnostic Process (Pre-session R...Reynaldo Joson
The document discusses the clinical diagnostic process that physicians use to diagnose patients. It begins with the goals of resolving health problems without death, complications, or disability while satisfying patients. Physicians establish rapport, diagnose using pattern recognition and prevalence, treat, and provide advice. Diagnoses are made by identifying the involved organ and general/specific disease. The outputs are primary and secondary diagnoses with certainty levels expressed as probability percentages. Signs support more certain diagnoses than symptoms alone.
This document provides an overview of nursing health assessment. It discusses the four main types of health assessments nurses perform: comprehensive, interval, problem-focused, and those for special populations. It also outlines the key components of a health history and physical exam, including the chief complaint, present health status using PQRST, past health history, lifestyle, psychosocial status, family history, and review of systems. The document reviews the main assessment techniques of inspection, auscultation, palpation, and percussion and provides examples of their use during a physical exam.
The document provides information and guidance to nursing students on how to write a care plan, including defining the different components such as nursing diagnosis, goals, interventions, and evaluation. It explains each section in detail and provides examples. Resources are also included to help students understand and complete their care plan assignments.
The nursing process is a systematic, cyclical approach to planning and providing patient care. It consists of five core phases - assessment, diagnosis, planning, implementation, and evaluation. Assessment involves collecting patient data through various methods like interviews, examinations, and record reviews. Diagnosis identifies the patient's actual or potential health problems. Planning develops goals and interventions. Implementation puts the care plan into action. Evaluation assesses the patient's response to interventions and progress toward goals. The nursing process provides structure and organization to nursing care and aims to promote optimal patient outcomes.
Satisfactions Among Admitted Patient of Tertiary Level Hospital in Dhaka City.DR. S A HAMIDI
The document provides background information on a study about patient satisfaction levels at tertiary level hospitals in Dhaka City, Bangladesh. It outlines the study objectives which are to assess and compare patient satisfaction levels regarding hospital services and identify other factors influencing satisfaction. The methodology section describes the study design as cross-sectional, conducted from May to December 2015 at Holy Family Red Crescent Medical College Hospital. A sample of 170 admitted medicine patients was surveyed using purposive sampling and structured questionnaires. Preliminary results on patient demographics and satisfaction with hospital reception are presented.
The document discusses the philosophy and principles of health education. It emphasizes that the philosophy of health education acts as a guide for developing effective health programs that can positively influence people's health behaviors. The philosophy includes the history, knowledge, beliefs, concepts, attitudes, and theories of health education as a profession. The document also outlines the roles and responsibilities of health educators, which include assessing needs, planning and implementing programs, evaluating effectiveness, and acting as a resource person. It describes the qualities of effective health educators, such as staying motivated, being organized, treating students with respect, listening to students, and setting goals.
PDAs for Nursing Students: Technology at Your FingertipsCynthia.Russell
A slideshow prepared for a class presentation on the use of PDAs in nursing schools. Data are presented for two surveys, one with students who were required to use PDAs and one with students who were not required to use PDAs.
This document provides information about the 20th Annual Primary Care in Paradise conference taking place from March 23-26, 2015 in Maui, Hawaii. The conference is designed by primary care physicians for primary care physicians to present content on commonly encountered medical specialties and therapeutic areas from a primary care perspective. Over the four days, physicians will receive lectures and case studies on topics like gastroenterology, neurology, pulmonary embolism, and more to help them better diagnose, treat and manage patients. The goal is for primary care doctors to leave with practical skills and resources to apply in their own practices.
Clinical communication skills year 1 introductionReina Ramesh
This document provides an overview of teaching clinical communication skills to medical students. It discusses the Calgary-Cambridge Guide, which structures the medical interview into initiating the session, gathering information, and closing the session. Key aspects of each part are outlined, including establishing rapport, obtaining the patient's history, and ensuring shared understanding. The document also notes how communication is integrated into the curriculum, with emphasis on both medical and patient perspectives through activities like role-plays and feedback. Assessment involves OSCE exams focusing more on process than content in the first year.
The document discusses clinical decision making in evaluating and treating patients. It involves gathering subjective and objective data from patients, determining appropriate goals and treatment plans based on evaluation findings and clinical judgment, monitoring patient progress, and determining discharge. Treatment plans are adjusted based on a patient's response. Frequent re-evaluations ensure treatment strategies remain appropriate.
The document outlines the nursing process and provides details on each step: assessment, nursing diagnosis, planning, implementation, and evaluation. It describes how nurses analyze patient data to formulate nursing diagnoses and identify goals and interventions. The planning stage involves prioritizing issues and developing individualized care plans. Implementation entails performing or delegating interventions. Evaluation assesses progress towards goals and the effectiveness of the care plan.
Introduces Value-based Healthcare, an important concept for transforming healthcare making it more cost-effective, sustainable, and patient-centered. Strategically, it makes the healthcare providers accountable to the desired patient and health system "valued" outcomes.
https://youtu.be/-oOuJfpRFpY
Patient Assessment And Clinical Interviewingdunerafael
The document provides guidance on common mistakes healthcare practitioners make in patient communication and assessment. It discusses the importance of greeting patients, understanding their concerns, asking open-ended questions, being attentive to verbal and non-verbal cues, avoiding judgements, and understanding cultural beliefs. It also outlines key information to collect during a patient assessment, including medical history, medications, allergies and social factors, and provides examples of documentation through a SOAP note.
The document provides an introduction to health assessment concepts. It outlines the unit objectives which are to discuss the need for health assessment in nursing practice, explain key concepts, identify types of assessments, and document data using a problem-oriented approach. The document then defines terms like health, assessment, data collection, and diagnosis. It also describes the different types of assessments including initial, focused, emergency and time-lapsed assessments. Guidelines for collection, organization, validation and documentation of assessment data are provided.
The document proposes an International Family Medicine Fellowship to provide additional training to family medicine residents interested in practicing internationally. The fellowship would include 2 months of rural health training, 4 months at an international hospital, and 6 months of rotations in trauma, tropical medicine, wound care, and other specialties. The goal is to equip physicians with the skills needed to practice in developing countries by addressing common issues like maternal mortality, infectious diseases, burns, and blindness. The fellowship aims to fulfill a need for trained physicians and establish a sustainable program through clinical support.
Introduction to Competency-based Medical EducationImad Hassan
This document discusses competency-based medical education (CBME) and key related concepts. It provides an overview of CBME, defining it as an outcomes-based approach using a framework of competencies. Key terms are defined, including competence, competency, and competent. The importance of entrustable professional activities (EPAs) and milestones in assessing competencies is described. The relationship between competencies, EPAs, and milestones is explained. An example case scenario is provided to illustrate how these concepts integrate in clinical practice.
Patient Satisfaction Survey as a Tool Towards Quality Improvement by Dr.Mahbo...Healthcare consultant
A mixed bag of poorly evaluated methods leaves patients frustrated, and doctors little wiser.The best way to ensure that services are responsive to those they aim to serve is to elicit feedback on people’s experiences and encourage providers to deal with any problems thus identified. This has been axiomatic in health policy for many years, but have we got the balance right in primary care? Patients’ experiences have become central to assessing the performance of healthcare systems worldwide and are increasingly being used to inform quality improvement processes. This paper explores the relative value of surveys and detailed patient narratives in identifying priorities for improving breast cancer services as part of a quality improvement process.
This study evaluated patient satisfaction levels in the emergency department of a hospital in New Delhi, India. Patients were assigned to either a test group that was informed about wait times and treatment procedures, or a control group that received no information. Questionnaires found that the test group reported significantly higher satisfaction levels than the control group for factors like wait times, staff behavior, and overall treatment. The study concludes that providing information to patients and managing expectations is more effective at improving satisfaction than just decreasing actual wait times.
ROJoson PEP Talk: Patient Mgt Process – Advice to Patient ProcessReynaldo Joson
This document outlines the advice to patient process as part of the patient management process. It discusses how advice is a basic physician function after clinical diagnosis, paraclinical testing, selection of treatment, and other stages. The document provides tips for advising patients and relatives, such as including relatives, assessing psychological makeup, being honest but not overly frank, using simple terminology, and employing strategies to build trust and rapport. Overall, the document focuses on explaining and providing recommendations for the advice to patient process in managing care.
This document discusses motivational interviewing (MI), a patient-centered counseling technique that aims to explore problems from the patient's perspective and unlock solutions that lie within the patient. MI assumes behavior change is motivated by the patient, not information from providers. It involves agenda-setting, reflective listening, and shared decision-making. The four guiding principles of MI are resisting the "righting reflex," understanding patient motivations, active listening, and empowering the patient. Extensive evidence supports low-intensity MI interventions for behavior changes related to health areas like smoking, medication adherence, obesity, and more.
This document provides an overview of nursing health assessment. It discusses the four main types of health assessments nurses perform: comprehensive, interval, problem-focused, and those for special populations. It also outlines the key components of a health history and physical exam, including the chief complaint, present health status using PQRST, past health history, lifestyle, psychosocial status, family history, and review of systems. The document reviews the main assessment techniques of inspection, auscultation, palpation, and percussion and provides examples of their use during a physical exam.
The document provides information and guidance to nursing students on how to write a care plan, including defining the different components such as nursing diagnosis, goals, interventions, and evaluation. It explains each section in detail and provides examples. Resources are also included to help students understand and complete their care plan assignments.
The nursing process is a systematic, cyclical approach to planning and providing patient care. It consists of five core phases - assessment, diagnosis, planning, implementation, and evaluation. Assessment involves collecting patient data through various methods like interviews, examinations, and record reviews. Diagnosis identifies the patient's actual or potential health problems. Planning develops goals and interventions. Implementation puts the care plan into action. Evaluation assesses the patient's response to interventions and progress toward goals. The nursing process provides structure and organization to nursing care and aims to promote optimal patient outcomes.
Satisfactions Among Admitted Patient of Tertiary Level Hospital in Dhaka City.DR. S A HAMIDI
The document provides background information on a study about patient satisfaction levels at tertiary level hospitals in Dhaka City, Bangladesh. It outlines the study objectives which are to assess and compare patient satisfaction levels regarding hospital services and identify other factors influencing satisfaction. The methodology section describes the study design as cross-sectional, conducted from May to December 2015 at Holy Family Red Crescent Medical College Hospital. A sample of 170 admitted medicine patients was surveyed using purposive sampling and structured questionnaires. Preliminary results on patient demographics and satisfaction with hospital reception are presented.
The document discusses the philosophy and principles of health education. It emphasizes that the philosophy of health education acts as a guide for developing effective health programs that can positively influence people's health behaviors. The philosophy includes the history, knowledge, beliefs, concepts, attitudes, and theories of health education as a profession. The document also outlines the roles and responsibilities of health educators, which include assessing needs, planning and implementing programs, evaluating effectiveness, and acting as a resource person. It describes the qualities of effective health educators, such as staying motivated, being organized, treating students with respect, listening to students, and setting goals.
PDAs for Nursing Students: Technology at Your FingertipsCynthia.Russell
A slideshow prepared for a class presentation on the use of PDAs in nursing schools. Data are presented for two surveys, one with students who were required to use PDAs and one with students who were not required to use PDAs.
This document provides information about the 20th Annual Primary Care in Paradise conference taking place from March 23-26, 2015 in Maui, Hawaii. The conference is designed by primary care physicians for primary care physicians to present content on commonly encountered medical specialties and therapeutic areas from a primary care perspective. Over the four days, physicians will receive lectures and case studies on topics like gastroenterology, neurology, pulmonary embolism, and more to help them better diagnose, treat and manage patients. The goal is for primary care doctors to leave with practical skills and resources to apply in their own practices.
Clinical communication skills year 1 introductionReina Ramesh
This document provides an overview of teaching clinical communication skills to medical students. It discusses the Calgary-Cambridge Guide, which structures the medical interview into initiating the session, gathering information, and closing the session. Key aspects of each part are outlined, including establishing rapport, obtaining the patient's history, and ensuring shared understanding. The document also notes how communication is integrated into the curriculum, with emphasis on both medical and patient perspectives through activities like role-plays and feedback. Assessment involves OSCE exams focusing more on process than content in the first year.
The document discusses clinical decision making in evaluating and treating patients. It involves gathering subjective and objective data from patients, determining appropriate goals and treatment plans based on evaluation findings and clinical judgment, monitoring patient progress, and determining discharge. Treatment plans are adjusted based on a patient's response. Frequent re-evaluations ensure treatment strategies remain appropriate.
The document outlines the nursing process and provides details on each step: assessment, nursing diagnosis, planning, implementation, and evaluation. It describes how nurses analyze patient data to formulate nursing diagnoses and identify goals and interventions. The planning stage involves prioritizing issues and developing individualized care plans. Implementation entails performing or delegating interventions. Evaluation assesses progress towards goals and the effectiveness of the care plan.
Introduces Value-based Healthcare, an important concept for transforming healthcare making it more cost-effective, sustainable, and patient-centered. Strategically, it makes the healthcare providers accountable to the desired patient and health system "valued" outcomes.
https://youtu.be/-oOuJfpRFpY
Patient Assessment And Clinical Interviewingdunerafael
The document provides guidance on common mistakes healthcare practitioners make in patient communication and assessment. It discusses the importance of greeting patients, understanding their concerns, asking open-ended questions, being attentive to verbal and non-verbal cues, avoiding judgements, and understanding cultural beliefs. It also outlines key information to collect during a patient assessment, including medical history, medications, allergies and social factors, and provides examples of documentation through a SOAP note.
The document provides an introduction to health assessment concepts. It outlines the unit objectives which are to discuss the need for health assessment in nursing practice, explain key concepts, identify types of assessments, and document data using a problem-oriented approach. The document then defines terms like health, assessment, data collection, and diagnosis. It also describes the different types of assessments including initial, focused, emergency and time-lapsed assessments. Guidelines for collection, organization, validation and documentation of assessment data are provided.
The document proposes an International Family Medicine Fellowship to provide additional training to family medicine residents interested in practicing internationally. The fellowship would include 2 months of rural health training, 4 months at an international hospital, and 6 months of rotations in trauma, tropical medicine, wound care, and other specialties. The goal is to equip physicians with the skills needed to practice in developing countries by addressing common issues like maternal mortality, infectious diseases, burns, and blindness. The fellowship aims to fulfill a need for trained physicians and establish a sustainable program through clinical support.
Introduction to Competency-based Medical EducationImad Hassan
This document discusses competency-based medical education (CBME) and key related concepts. It provides an overview of CBME, defining it as an outcomes-based approach using a framework of competencies. Key terms are defined, including competence, competency, and competent. The importance of entrustable professional activities (EPAs) and milestones in assessing competencies is described. The relationship between competencies, EPAs, and milestones is explained. An example case scenario is provided to illustrate how these concepts integrate in clinical practice.
Patient Satisfaction Survey as a Tool Towards Quality Improvement by Dr.Mahbo...Healthcare consultant
A mixed bag of poorly evaluated methods leaves patients frustrated, and doctors little wiser.The best way to ensure that services are responsive to those they aim to serve is to elicit feedback on people’s experiences and encourage providers to deal with any problems thus identified. This has been axiomatic in health policy for many years, but have we got the balance right in primary care? Patients’ experiences have become central to assessing the performance of healthcare systems worldwide and are increasingly being used to inform quality improvement processes. This paper explores the relative value of surveys and detailed patient narratives in identifying priorities for improving breast cancer services as part of a quality improvement process.
This study evaluated patient satisfaction levels in the emergency department of a hospital in New Delhi, India. Patients were assigned to either a test group that was informed about wait times and treatment procedures, or a control group that received no information. Questionnaires found that the test group reported significantly higher satisfaction levels than the control group for factors like wait times, staff behavior, and overall treatment. The study concludes that providing information to patients and managing expectations is more effective at improving satisfaction than just decreasing actual wait times.
ROJoson PEP Talk: Patient Mgt Process – Advice to Patient ProcessReynaldo Joson
This document outlines the advice to patient process as part of the patient management process. It discusses how advice is a basic physician function after clinical diagnosis, paraclinical testing, selection of treatment, and other stages. The document provides tips for advising patients and relatives, such as including relatives, assessing psychological makeup, being honest but not overly frank, using simple terminology, and employing strategies to build trust and rapport. Overall, the document focuses on explaining and providing recommendations for the advice to patient process in managing care.
This document discusses motivational interviewing (MI), a patient-centered counseling technique that aims to explore problems from the patient's perspective and unlock solutions that lie within the patient. MI assumes behavior change is motivated by the patient, not information from providers. It involves agenda-setting, reflective listening, and shared decision-making. The four guiding principles of MI are resisting the "righting reflex," understanding patient motivations, active listening, and empowering the patient. Extensive evidence supports low-intensity MI interventions for behavior changes related to health areas like smoking, medication adherence, obesity, and more.
The document provides an agenda and background information for a condition management coaching session using psychographic segmentation. It discusses taking a 12-question quiz to assign participants to one of five psychographic segments - Balance Seekers, Willful Endurers, Priority Jugglers, Self Achievers, and Active Listeners. The segments are defined based on shared values, beliefs, personality, and lifestyle. The session objectives are to review differences between segments and how to approach each segment differently when providing coaching.
Mastering clinical communication v2 ss1Imad Hassan
This document provides guidance on mastering patient communication skills for healthcare providers. It discusses the importance of the patient-doctor relationship for improved outcomes. It outlines key principles for effective communication, including showing empathy, giving hope, mastering non-verbal cues, and using therapeutic communication. Specific best practices are described, such as active listening, sharing observations, and motivating patients. The document also identifies negative communication behaviors to avoid, like focusing only on bad news, asking irrelevant personal questions, and arguing with patients. The overall message is that developing strong interpersonal skills is essential for building trust with patients and enhancing their health and well-being.
ROJOSON-PEP-TALK: What is Patient Empowerment Program (Talk - June 19, 2021) Reynaldo Joson
The document discusses patient empowerment and the ROJoson Patient Empowerment Program. It defines patient empowerment as a process through which people gain greater control over decisions affecting their health. The ROJoson program aims to educate lay people and enable them to take control of managing their health through a structured program of weekly online talks and learning assessments. The benefits of patient empowerment include improved healthcare quality, better health outcomes, and reduced costs.
This counseling cue card provides guidance for healthcare workers on counseling adolescents starting antiretroviral (ARV) treatment. The key messages are that ARVs stop HIV from making more virus, allowing the patient to become healthier, it is important to take ARVs every day as prescribed, and that in six months a viral load test will be done to check if the ARVs are working well. The card prompts the healthcare worker to review these points with the patient and ask questions to assess their understanding.
The document discusses various topics related to health behavior and illness behavior. It defines health behavior as activities that maintain or improve health as well as potentially harm health. It also discusses types of health behaviors such as preventive, illness, and sick-role behaviors. Models of behavior change like the cognitive dissonance model and Maslow's hierarchy of needs are summarized. The health belief model and its key concepts are explained. Stages of illness behavior and emotional responses to illness are outlined. Finally, the impact of illness on individuals and families is discussed.
This document summarizes an informational interview conducted with Jordan Bradosky, a physical therapist at Benefis Hospital in Great Falls, MT. Some key points include:
- A Doctor of Physical Therapy degree from an accredited program is required to work as a physical therapist. Continuing education is also needed.
- The hiring process at Benefis involved applying online, following up via email/phone, and an in-person interview with the acute care manager and another physical therapist.
- Important areas of knowledge for advancement in physical therapy include having a solid foundation in various diagnoses and treatment planning, as well as understanding physiological responses to treatment based on patient factors.
- A typical day involves assessing 7-10
Hippocrates viewed the physician as 'captain of the ship' and the patient as someone to take orders. Relationship between patients and doctors are often unstated, and thy are dynamic
As conditions change, the kind of relationship that works best for a patient may change. Doctors and patients should choose a “relationship fit” . Effectiveness of the patient-physician relationship directly relates to health outcomes.
C1 Medical interviewing- history taking & PE.pptxmyLord3
This document outlines the schedule and instructors for a series of clinical medicine lectures and demonstration sessions. The lectures will cover topics such as the respiratory system, cardiovascular system, locomotor system, abdomen, nervous system, and lymphoglandular system. The dates, times, responsible departments, and assigned instructors are provided for each lecture and demonstration session. The document also includes schedules assigning groups of students to ward demonstrations for different weeks as well as information on the final exam date and group assignments.
This document provides an overview of psychographic segmentation for condition management coaching. It begins with an agenda for a coaching facilitation session, including background on a health personality quiz and the 5 psychographic segments. The objective is to engage consumers by having them take a short quiz to learn their health segment. The 5 segments that emerge from factor and cluster analysis are described - Open to Options, Live for Today, Family First, Healthy for Life, and Doctor Knows Best. The document discusses how receptivity to health information varies by segment, defines the "why" behind each segment's behaviors, and provides data comparing segments to illustrate their differences.
The document discusses effective communication when delivering bad news to patients. It provides guidance on how to approach patients and their families sensitively when breaking news of a terminal illness or poor prognosis. The document outlines several models for delivering bad news, including building rapport, assessing the patient's emotional state, communicating clearly, and dealing with reactions in an empathetic manner. It also addresses how to handle situations where family members request not informing the patient about their diagnosis.
To get the most positive outcomes, you need to educate and engage your patients. Smarter patients are more likely to take an active role in their health. And more active patients tend to have better outcomes.
This document discusses interviewing skills for nursing assessments. It covers the following key points:
- The nursing interview process has three phases: introductory, working, and summary/closing. During these phases, nurses establish rapport, gather subjective health history information, and validate findings with the patient.
- Effective interviewing techniques include active listening, empathic responses, guided questioning, understanding nonverbal cues, validating patient experiences, and providing reassurance. Skilled questioning moves from open-ended to focused while eliciting graded responses.
- The goal of interviewing is to collect accurate subjective data to identify health issues, concerns, and strengths to inform nursing care through establishing trust and understanding the patient's perspective.
The document summarizes a seminar presentation on functional health assessment. It defines functional health assessment as a nursing method to comprehensively assess patients using Gordon's 11 functional health patterns. These patterns include health perception, nutritional-metabolic, elimination, activity-exercise, sleep-rest, cognitive-perceptual, self-perception, role-relationship, sexuality-reproductive, coping-stress tolerance, and values-beliefs. Example questions are provided for each pattern to assess patients' functioning in different health domains. The overall goal of functional assessment is to help identify imbalances in patients' fundamental health systems and steps to restore balance.
1) Capacity refers to one's ability to understand treatment information and foreseeable consequences of decisions. Capacity is decision-specific and can change over time.
2) Health professionals determine a patient's capacity. Everyone is presumed capable unless determined otherwise. Tests of capacity evaluate understanding of why treatment is proposed, what the treatment is, and consequences of decisions.
3) When a patient lacks capacity, a substitute decision maker may be an appointed representative or family. Prior capable wishes must be followed if relevant to the circumstances. Without prior wishes, the substitute considers the patient's values and whether treatment benefits outweigh risks.
The document discusses strategies for improving patient self-management of chronic conditions. It begins by noting that the US has higher rates of avoidable hospital admissions for conditions like asthma and diabetes that should be managed through primary care. It then discusses how social and environmental factors contribute more to health outcomes than medical care alone. The rest of the document focuses on developing a patient-centered approach to care that emphasizes motivational interviewing strategies. It stresses the importance of developing clear, achievable action plans with patients that address barriers to self-management and build patients' confidence in their ability to care for their health. The overall approach is to work with patients' own interests and goals to develop personalized plans for behavior change.
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ROJoson PEP Talk: High Blood Pressure (Hypertension) ManagementReynaldo Joson
The document provides information about a zoom session on April 13, 2024 from 1400H to 1500H on High Blood Pressure (Hypertension) Management. The objective is for laypeople to have an essential understanding of managing hypertension as part of their health management. The session will include a presentation, group pictures, an online test for a certificate, and feedback in the chat box. [/SUMMARY]
ROJoson PEP Talk: Does Biopsy Make Cancer Spread?Reynaldo Joson
This document contains information from a presentation on whether biopsies can cause cancer to spread. It defines a biopsy as a procedure that removes a sample of tissues, cells, or fluid from the body to examine for diagnosis. Different types of biopsies are described, including those that remove samples versus whole masses. Benefits of biopsies include obtaining a definite diagnosis to guide treatment planning. The document discusses the fear that biopsies may cause cancer seeding or spread, and defines cancer seeding as cancer cells spreading along the needle track during a biopsy.
ROJoson PEP Talk: Developing a Breast Self-Exam Habit through a Motivating AwardReynaldo Joson
This document outlines a Zoom presentation on developing a breast self-exam habit through motivating awards. It provides logistical details for the event, including the date, time, and instructions for participants. The presentation aims to teach laypeople how to perform breast self-exams and develop the habit through an awards program. It will cover what breast self-exams are, their importance, and how to properly conduct one. The speaker will advocate for their breast self-exam awards initiative to motivate more women to regularly perform self-exams.
ROJoson PEP Talk: CAN ONE SKIP RADIOACTIVE IODINE THERAPY IN THYROID CANCER T...Reynaldo Joson
The document discusses radioactive iodine therapy (RAIT) for thyroid cancer treatment. RAIT involves using radioactive iodine-131, which is taken orally and concentrates in thyroid tissue to destroy cancer cells. It is effective for papillary and follicular thyroid cancers. RAIT is used for remnant ablation after surgery, adjuvant therapy to prevent recurrence, and treatment of known disease. While commonly recommended in the past, the use of RAIT has evolved to focus on patients at higher risk, as not all thyroid cancers require aggressive treatment like RAIT. The document questions whether RAIT can be skipped in some patients.
ROJoson PEP Talk: Can one skip RADIOACTIVE IODINE THERAPY in Thyroid Cancer T...Reynaldo Joson
The document discusses radioactive iodine therapy (RAIT) for thyroid cancer treatment. RAIT involves using radioactive iodine-131, which is taken orally and concentrates in thyroid tissue to destroy cancer cells. It is effective for papillary and follicular thyroid cancers. RAIT is used for remnant ablation after surgery, adjuvant therapy to prevent recurrence, and treatment of known disease. While commonly recommended in the past, the use of RAIT has evolved to focus on patients at higher risk of recurrence rather than applying it routinely, as many thyroid cancers have excellent outcomes with surgery alone. The document questions whether RAIT can be skipped in some patients with a very low risk.
ROJoson PEP Talk: DOES EVERYONE HAVE CANCER CELLS IN THEIR BODY?Reynaldo Joson
The document discusses whether everyone has cancer cells in their body. It explains that while our bodies are constantly producing new cells, not all of these cells are destined to become cancerous. A typical healthy cell goes through cycles of growth, division and death, while a cancer cell does not follow this normal cycle and keeps reproducing abnormally. Not everyone inherently has cancer cells in their body from the beginning - it is possible for initially normal cells to eventually develop into cancer cells due to certain risk factors.
ROJoson PEP Talk: Can one skip CHEMOTHERAPY in BREAST CANCER TREATMENT?Reynaldo Joson
Chemotherapy is a systemic cancer treatment that uses powerful drugs to destroy fast-growing cancer cells. It works by keeping cancer cells from growing and dividing. Chemotherapy can be given alone or with other treatments depending on the cancer type and stage. Factors like a person's age, health, and the cancer details help determine the chemotherapy plan and drugs. Chemotherapy aims to cure cancer, shrink tumors before other treatments, destroy remaining cancer cells after treatment, or slow cancer progression and relieve symptoms.
ROJoson PEP Talk: Do all patients need painkillers after an operation?Reynaldo Joson
This document provides information from a Patient Empowerment Program (PEP) Talk on the use of painkillers after an operation. The PEP Talk aims to give laypeople an essential understanding of painkiller use after surgery in managing their health. It discusses that not all patients need painkillers after an operation, as some procedures do not involve cutting or cause pain. It also outlines factors that govern physician prescription and patient intake of postoperative painkillers.
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
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Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
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ROJOSON-PEP-TALK: When is a Patient Empowered (Talk – July 3, 2021)
1. Empowerment
objective - for
laypeople to
know how to do
self-assessment
on Patient
Empowerment
and to do
continual
improvement.
When do you
say a patient
is
empowered?
July 3, 2021
1400 - 1500 H
Via Zoom
Welcome all!
MUTE yourself but always
show your video picture.
Sign in your name, FB
account, email address in the
Chat Box!
Use the Chat Box to ask
questions and make
comments while the PEP TALK
is on.
Group pictures at start and
end of PEP TALK – show your
face in video.
SPECIAL INSTRUCTION:
Please have a piece of
paper and a pen ready
as we will do an
exercise!
2. Empowerment
objective - for
laypeople to
know how to do
self-assessment
on Patient
Empowerment
and to do
continual
improvement.
When do you
say a patient
is
empowered?
July 3, 2021
1400 - 1500 H
Via Zoom
Welcome all!
MUTE yourself but always
show your video picture.
Sign in your name, FB
account, email address in the
Chat Box!
Use the Chat Box to ask
questions and make
comments while the PEP TALK
is on.
Group pictures at start and
end of PEP TALK – show your
face in video.
SPECIAL INSTRUCTION:
Please have a piece of
paper and a pen ready
as we will do an
exercise!
3. Empowerment
objective - for
laypeople to
know how to do
self-assessment
on Patient
Empowerment
and to do
continual
improvement.
When do you
say a patient
is
empowered?
July 3, 2021
1400 - 1500 H
Via Zoom
Reminder:
Take the Online Learning
cum Evaluation Test
Exercise (OLETE) for
mastery of learning and
have a perfect score to get
a Certificate.
Link is in the Chatbox.
4. Empowerment
objective - for
laypeople to
know how to do
self-assessment
on Patient
Empowerment
and to do
continual
improvement.
When do you
say a patient
is
empowered?
July 3, 2021
1400 - 1500 H
Via Zoom
Welcome all!
Mabuhay!
LET’S NOW HAVE A
GROUP PICTURE
TAKING BEFORE WE
START IN 2 MINUTES!
Pls. turn on your
video!
Show your face!
5. Empowerment
objective - for
laypeople to
know how to do
self-assessment
on Patient
Empowerment
and to do
continual
improvement.
When do you
say a patient
is
empowered?
July 3, 2021
1400 - 1500 H
Via Zoom
I have a Patient
Empowerment
Program in which I
like to empower the
lay people or
patients to take
control in the
management of
their health.
6. Empowerment
objective - for
laypeople to
know how to do
self-assessment
on Patient
Empowerment
and to do
continual
improvement.
When do you
say a patient
is
empowered?
July 3, 2021
1400 - 1500 H
Via Zoom
I launched this PEP
TALK last May 15,
2021 with MODULE
on COVID19.
2nd - Module
MODULE on
PATIENT
EMPOWERMENT
7. Empowerment
objective - for
laypeople to
know how to do
self-assessment
on Patient
Empowerment
and to do
continual
improvement.
When do you
say a patient
is
empowered?
July 3, 2021
1400 - 1500 H
Via Zoom
MODULE on
PATIENT
EMPOWERMENT
3 Parts
Patient
Empowerment
Strategies
When do we say a
patient is
empowered?
8. Empowerment
objective - for
laypeople to
know how to do
self-assessment
on Patient
Empowerment
and to do
continual
improvement.
When do you
say a patient
is
empowered?
July 3, 2021
1400 - 1500 H
Via Zoom
What I have in mind
in my PEP TALKs
which may run for 3
years is to empower
at least 30 persons,
with my family
members and my
patients as a
priority. That is my
key performance
indicator.
I hope you will be in
my group of 30.
9. Empowerment
objective - for
laypeople to
know how to do
self-assessment
on Patient
Empowerment
and to do
continual
improvement.
When do you
say a patient
is
empowered?
10. In my first 2 PEP TALKs in this module on Patient
Empowerment, I have discussed what is Patient
Empowerment and what are the strategies to be
empowered as a patient.
In this PEP TALK, I will answer the question when
do you say a patient is empowered.
I will discuss how a patient can do a self-
assessment on Patient Empowerment and how to
do continual improvement until utmost
empowerment is attained.
When do you
say a patient
is
empowered?
11. When is a patient said to be empowered?
Here are the general answers:
A patient is said to be empowered if he/she gains
full control over decisions and actions affecting his
/ her personal health.
When do you
say a patient
is
empowered?
12. When is a patient said to be empowered?
Here are the general answers:
A patient is said to be empowered if he/she knows
and exercises his/her rights as a patient in getting
the highest attainable standards of health through
the quality and safe services to be provided from
the health care professionals and institutions that
he/she seeks or consults.
When do you
say a patient
is
empowered?
13. When is a patient said to be empowered?
Here are the general answers:
A patient is said to be empowered if he/she knows
how to participate actively and fully with
attending health care professionals in the decision-
making regarding his/her health concerns and
issues.
When do you
say a patient
is
empowered?
14. When is a patient said to be empowered?
Here are the general answers:
A patient is said to be empowered if he/she has
cultivated competencies in managing his own
health within his/her capacity and capability and
within his/her environmental and cultural context.
When do you
say a patient
is
empowered?
15. When is a patient said to be empowered?
To have more quantifiable or measurable answers
to the question, when is a patient said to be
empowered, I came out with a rating scale.
Note: this is my own creation – this constitutes my
Thoughts, Perceptions, Opinions and
Recommendations.
I am open to suggestions for improvement.
When do you
say a patient
is
empowered?
16. Self-assessment of My Level of
Patient Empowerment
A ROJoson Rating Scale
16 items
When do you
say a patient
is
empowered?
17. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I have control over decisions and actions affecting
my personal health.
0 – No control whatsoever
1 – minimal
2 – moderate
3 – great to greatest
When do you
say a patient
is
empowered?
#1
18. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I have control over decisions and actions affecting
my personal health.
0 – No control whatsoever
1 – minimal
2 – moderate
3 – great to greatest
When do you
say a patient
is
empowered?
#1
19. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I know my rights as a patient in deciding for my
health.
0 – don’t know any right
1 – Know one (1) to three (3) rights at least
2 – Know four (4) to five (5) rights at least
3 – Know more than five (5) rights
When do you
say a patient
is
empowered?
#2
20. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I know my rights as a patient in deciding for my
health.
0 – don’t know any right
1 – Know one (1) to three (3) rights at least
2 – Know four (4) to five (5) rights at least
3 – Know more than five (5) rights
When do you
say a patient
is
empowered?
#2
21. Rights of a Patient for Empowerment
Quality Health Care Services
• Patient-centered
• Equitable
• Safe
• Effective
• Efficient
• Timely
• Integrated
When do you
say a patient
is
empowered?
22. Rights of a Patient for Empowerment
Quality Health Care Services (particularly from a
hospital):
· Quality and safe health care in accordance with
generally approved medical principles
· Respect and dignity without discrimination
· Participation in care decisions
When do you
say a patient
is
empowered?
23. Rights of a Patient for Empowerment
Quality Health Care Services (particularly from a
hospital):
· Informed consent and informed refusal without
prejudice to continuing health care
· Second opinion from alternate health care
professionals of choice
· Privacy and confidentiality of personal
information subject to applicable laws
When do you
say a patient
is
empowered?
24. Rights of a Patient for Empowerment
Quality Health Care Services (particularly from a
hospital):
· Availment of benefits and privileges in
accordance with government regulations and to be
billed accurately
· Complaint about the care and services provided
without fear of reprisal
When do you
say a patient
is
empowered?
25. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I exercise and demand my rights as a patient in
deciding for my own health regardless of the
advice of my relatives and significant others.
0 – never
1 – sometimes
2 – most of the time
3 – all the time
When do you
say a patient
is
empowered?
#3
26. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I exercise and demand my rights as a patient in
deciding for my own health regardless of the
advice of my relatives and significant others.
0 – never
1 – sometimes
2 – most of the time
3 – all the time
When do you
say a patient
is
empowered?
#3
27. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I exercise and demand my rights as a patient in
deciding for my own health regardless of the
advice of my physicians and other health care
professionals.
0 – never
1 – sometimes
2 – most of the time
3 – all the time
When do you
say a patient
is
empowered?
#4
28. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I exercise and demand my rights as a patient in
deciding for my own health regardless of the
advice of my physicians and other health care
professionals.
0 – never
1 – sometimes
2 – most of the time
3 – all the time
When do you
say a patient
is
empowered?
#4
29. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I participate in the decision-making on my health
concerns and issues with my physicians and other
health care professionals that I consult.
0 – never
1 – sometimes
2 – most of the time
3 – all the time
When do you
say a patient
is
empowered?
#5
30. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I participate in the decision-making on my health
concerns and issues with my physicians and other
health care professionals that I consult.
0 – never
1 – sometimes
2 – most of the time
3 – all the time
When do you
say a patient
is
empowered?
#5
31. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I have an intentional living written plan on how to
live full and contented.
0 – don’t have one
1 – have one but not being implemented
2 – have one but not being consistently and
regularly implemented and evaluated
3 – have one being implemented and evaluated
regularly
When do you
say a patient
is
empowered?
#6
32. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I have an intentional living written plan on how to
live full and contented.
0 – don’t have one
1 – have one but not being implemented
2 – have one but not being consistently and
regularly implemented and evaluated
3 – have one being implemented and evaluated
regularly
When do you
say a patient
is
empowered?
#6
33. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I have a healthy lifestyle written plan to keep
myself healthy as much and as long as possible.
0 – don’t have one
1 – have one but not being implemented
2 – have one but not being consistently and
regularly implemented and evaluated
3 – have one being implemented and evaluated
regularly
When do you
say a patient
is
empowered?
#7
34. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I have a healthy lifestyle written plan to keep
myself healthy as much and as long as possible.
0 – don’t have one
1 – have one but not being implemented
2 – have one but not being consistently and
regularly implemented and evaluated
3 – have one being implemented and evaluated
regularly
When do you
say a patient
is
empowered?
#7
35. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I have an advance health care directive
(instructions on how to manage me when I am
terminally ill).
0 – don’t have one
1 – have one but not being implemented
2 – have one but not being consistently and
regularly implemented and evaluated
3 – have one being implemented and evaluated
regularly
When do you
say a patient
is
empowered?
#8
36. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I have an advance health care directive
(instructions on how to manage me when I am
terminally ill).
0 – don’t have one
1 – have one but not being implemented
2 – have one but not being consistently and
regularly implemented and evaluated
3 – have one being implemented and evaluated
regularly
When do you
say a patient
is
empowered?
#8
37. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I know how to do cardiopulmonary resuscitation.
0 – don’t know
1 – have an idea but don’t know how to do it
2 – know how to do it but have not practiced /
done it
3 – have practiced / applied it
When do you
say a patient
is
empowered?
#9
38. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I know how to do cardiopulmonary resuscitation.
0 – don’t know
1 – have an idea but don’t know how to do it
2 – know how to do it but have not practiced /
done it
3 – have practiced / applied it
When do you
say a patient
is
empowered?
#9
39. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I know how to control bleeding from a wound in
the body surface.
0 – don’t know
1 – have an idea but don’t know how to do it
2 – know how to do it but have not practiced /
done it
3 – have practiced / applied it
When do you
say a patient
is
empowered?
#10
40. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I know how to control bleeding from a wound in
the body surface.
0 – don’t know
1 – have an idea but don’t know how to do it
2 – know how to do it but have not practiced /
done it
3 – have practiced / applied it
When do you
say a patient
is
empowered?
#10
41. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I know how to do first aid for medical emergencies
on myself and others.
0 – don’t know at all
1 – know how to do first aid for one to 2 medical
emergencies
2 – know how to do first aid for 3 to 5 medical
emergencies
3 – know how to do first aid for more than 5
medical emergencies
When do you
say a patient
is
empowered?
#11
42. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I know how to do first aid for medical emergencies
on myself and others.
0 – don’t know at all
1 – know how to do first aid for one to 2 medical
emergencies
2 – know how to do first aid for 3 to 5 medical
emergencies
3 – know how to do first aid for more than 5
medical emergencies
When do you
say a patient
is
empowered?
#11
43. List of some basic medical emergencies where
laypeople should know how to do first aid:
• Cardiopulmonary resuscitation
• Airway promotion
• Control of bleeding from a surface wound
• Splinting (for fractures)
• Poisoning
• Fainting
• High grade fever
• Others
When do you
say a patient
is
empowered?
44. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I have attended and completed a basic course
(either formal or tutorial or in combination) on
strategies in health maintenance and restoration
of health.
0 – have not attended a basic course whatsoever
1 – have attended sporadically
2 – have attended but not a complete course
3 – have completed a basic course
When do you
say a patient
is
empowered?
#12
45. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I have attended and completed a basic course
(either formal or tutorial or in combination) on
strategies in health maintenance and restoration
of health.
0 – have not attended a basic course whatsoever
1 – have attended sporadically
2 – have attended but not a complete course
3 – have completed a basic course
When do you
say a patient
is
empowered?
#12
46. List of some topics in the basic course in health
maintenance and restoration for health for
laypeople:
• Patient’s Rights in Patient Empowerment
• Patient Management Process
• Realities, inclusive of peculiarities,
idiosyncrasies and limitations of medicine, in
administration and management of health care
• Individual Health Management
• Medical Emergencies and First-Aid
When do you
say a patient
is
empowered?
47. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I know the diagnostic processes in the
management of a patient.
0 – don’t know at all
1 – know a little / minimum amount
2 – know some / moderate amount
3 – know fully
When do you
say a patient
is
empowered?
#13
48. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I know the diagnostic processes in the
management of a patient.
0 – don’t know at all
1 – know a little / minimum amount
2 – know some / moderate amount
3 – know fully
When do you
say a patient
is
empowered?
#13
49. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I know the treatment processes in the
management of a patient.
0 – don’t know at all
1 – know a little / minimum amount
2 – know some / moderate amount
3 – know fully
When do you
say a patient
is
empowered?
#14
50. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I know the treatment processes in the
management of a patient.
0 – don’t know at all
1 – know a little / minimum amount
2 – know some / moderate amount
3 – know fully
When do you
say a patient
is
empowered?
#14
51. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I know the peculiarities, idiosyncrasies and
limitations of medicine and medical practice such
as inexactness and differing methods and
mindsets.
0 – don’t know at all
1 – know a little / minimum amount
2 – know some / moderate amount
3 – know fully
When do you
say a patient
is
empowered?
#15
52. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I know the peculiarities, idiosyncrasies and
limitations of medicine and medical practice such
as inexactness and differing methods and
mindsets.
0 – don’t know at all
1 – know a little / minimum amount
2 – know some / moderate amount
3 – know fully
When do you
say a patient
is
empowered?
#15
53. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I am interested to attend and complete a Patient
Empowerment course to be offered by ROJoson.
0 – not interested at all because I don’t need
further improvement
1 – interested but will attend sporadically
2 –interested but will attend more than 50% of the
course but not the full course
3 – interested in the full course
When do you
say a patient
is
empowered?
#16
54. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
I am interested to attend and complete a Patient
Empowerment course to be offered by ROJoson.
0 – not interested at all because I don’t need
further improvement
1 – interested but will attend sporadically
2 –interested but will attend more than 50% of the
course but not the full course
3 – interested in the full course
When do you
say a patient
is
empowered?
#16
55. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
After the accomplishing the rating scale, there are ranges of
scores that classify different levels of Patient Empowerment.
A sample key (note: this is subjective and needs validation):
Key:
Lowest level = 0-15
Low level = 16-32
Moderate level = 33-39
High level = 40-47
Highest level = 48
When do you
say a patient
is
empowered?
56. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
After the accomplishing the rating scale, there are ranges of
scores that classify different levels of Patient Empowerment.
A sample key (note: this is subjective and needs validation):
Key:
Lowest level = 0-15
Low level = 16-32
Moderate level = 33-39
High level = 40-47
Highest level = 48
When do you
say a patient
is
empowered?
57. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
What is more important is to aim for a score of at
least 2 in each statement to have at least a
moderate level of Patient Empowerment.
The ultimate aim, with progressive development,
is a high level, if not a highest level, of Patient
Empowerment.
When do you
say a patient
is
empowered?
58. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
It must be emphasized that one does not have to
feel bad or ashamed if the high level of Patient
Empowerment is not there yet or has not been
achieved. Because in reality, it is not easy.
What is more than important is to know one’s gaps
or deficiencies after the self-assessment; then,
make a plan and a resolve to fill the gaps and to go
to a higher level of Patient Empowerment.
When do you
say a patient
is
empowered?
59. Self-assessment of My Level of Patient Empowerment
A ROJoson Rating Scale
It goes without saying, a self-assessment should be
repeated after the first and at planned intervals
(say 6 months to one year) until one has achieved
a high level, if not the highest level, of Patient
Empowerment.
When do you
say a patient
is
empowered?
60. Online Form:
Self-assessment of My Level of Patient
Empowerment
https://formfaca.de/sm/5LREYTStM
When do you
say a patient
is
empowered?
61. Empowerment
objective - for
laypeople to
know how to do
self-assessment
on Patient
Empowerment
and to do
continual
improvement.
When do you
say a patient
is
empowered?
62. Empowerment
objective - for
laypeople to
know how to do
self-assessment
on Patient
Empowerment
and to do
continual
improvement.
When do you
say a patient
is
empowered?
July 3, 2021
1400 - 1500 H
Via Zoom
Reminder:
Take the Online Learning
cum Evaluation Test
Exercise (OLETE) for
mastery of learning and
have a perfect score to get
a Certificate.
Link is in the Chatbox.
63. Empowerment
objective - for
laypeople to
know how to do
self-assessment
on Patient
Empowerment
and to do
continual
improvement.
When do you
say a patient
is
empowered?
July 3, 2021
1400 - 1500 H
Via Zoom
Welcome all!
Mabuhay!
LET’S NOW HAVE A
GROUP PICTURE
TAKING BEFORE WE
START Q&A AND
INTERACTIONS!
Pls. turn on your
video!
Show your face!