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.