Paper Example on Patient Education, Negotiation, and the Elderly: Challenges and Strategies in Healthcare

Introduction

Falvo (2011) defines negotiation as the communication between two or more individuals that is aimed to reach an agreement on matters of common interest. In patient education, health professionals work collaboratively with patients to develop mutually acceptable objectives. Therefore, negotiation helps to identify agreement and disagreement areas between health professionals and patients and provides an opportunity to discuss and find suitable solutions.

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Year after year, patients have gained access to information concerning various diseases, their treatment as well as prevention through sources such as the internet, media, among others. As a result, they now have control over their health and can express their opinions and make decisions for themselves. Formerly, the health professional's decision was final, and patients were not allowed to share their sentiments. Healthcare professionals now work together with patients to reach a common agreement regarding treatment objectives (Falvo, 2011).

The notion of negotiation appeared to be the ultimate key to ensure patient education goals and objectives are achieved. However, the truth is that conflict is bound to happen in all human encounters. Falvo (2011) highlights the following advantages and disadvantages of negotiation.

• A mutual agreement is reached when patients and healthcare providers join forces.
• It facilitates patient compliance leading to positive health outcomes.
• Patients become active in matters regarding their health.

• Sometimes healthcare providers and patients may fail to attain a mutual decision.
• Negotiation can be time-consuming
• Describe the general conditions that would be included in a patient contract.

Falvo (2011) stated that, "contracts consists of written or verbal agreements between the patient and health professional that clearly outline terms and expectations and can be used to increase patient adherence". Thus, a patient contract reviews the requirements and responsibilities of both the patient and the health professionals during the treatment process. It may include attendance rules, behavioral expectations, privacy guidelines, as well as the consequences of violating the rules. For example, patients should regularly attend their appointments and maintain decent behavior to avoid termination of the contract. In addition, health professionals are required to maintain confidentiality and respect patient's privacy.

A baby boomer is a member of the large demographic age group that was born between 1946 and 1964. They are part of the aging population, and their life expectancy is presumed to be lengthier. Davis et al. (2010) claimed that baby boomers are approaching retirement, which will cause a health crisis. The implications of the old age, particularly to patient teaching and overall healthcare delivery, are enormous. Besides, the increasing necessity for patient education for the caregivers and patients is also patent. Therefore, the necessity for efficient patient teaching is imperative.

Aging patients and young health care providers are likely to perceive things differently. This is because elderly patients might have been brought up in a different era and look at things differently. Besides, culture is always changing, and the two parties may not hold the same religious beliefs and cultural traditions. The elderly may be irritated by the increased changes in lifestyle and trends, particularly in healthcare technology. Similarly, religious practices and beliefs affect various dimensions of an individual's life other than health and health care (Falvo, 2011). Therefore, healthcare providers must be respectful and understand that elderly patients emanate from simpler times.

Falvo (2011) outlines barriers to effective patient teaching, which include attitudes, stereotypes, and cultural differences. Stereotypes and negative attitudes towards elderly patients diminish their value and can lead to non-compliance. In addition, cultural variances can influence patient education and patient compliance. Care providers should avoid making assumptions and understand that all older patients are not the same.

Health care providers must ensure that the patient teaching for the aging patients is comprehensive, meets individual needs, and considers the patients as a whole, including their psychological and physical environment in which they live. Also, patient education should not only be directed to management or prevention of acute or chronic illness that they might be undergoing but also towards exhausting their functional freedom (Falvo, 2011). This will enable elderly patients to adhere to treatment recommendations and procedures.

Falvo (2011) stated that cultural views, attitudes as well as rituals influence patients' responses to death. Patients have diverse religious and cultural beliefs regarding death. Some consider death as part of the life cycle, whereas others view it as a situation that can be put on hold if it is possible. As a nurse, I have met patients with different beliefs about death. Some believe that when the time comes to die, even medication cannot change the situation. Other cultures encourage honest conversations, while others hide the patient from the truth. Therefore, religion and culture is a susceptible area, and healthcare professionals should educate themselves to serve the needs of patients regardless of their cultural or religious views (Ohr et al. 2017).

Explain why it is important to discuss death and dying with the elderly patient and what the impact is on all involved.

Falvo (2011) suggested that information on death is vital since it provides a sense of jurisdiction and preparedness to patients. Health professionals should consider discussing the end of life issues with patients to encourage them to discuss their preferences in life and make the informed end of life decisions. Besides, having a conversation with patients about existing wills and opportune directives is essential while they are in good shape since it is impossible to predict serious ailments and devastating accidents. Therefore, they may be required to make choices concerning approaches to death and dying.

Explain how to teach a patient with a life-threatening illness.

The patient teaching for patients with deadly diseases should be based on the individual priorities and needs of the patients. The healthcare provider should assess the necessities of the patients, review their social circumstances and life situations, evaluate barriers, support, and consider their willingness and abilities to adhere to recommendations regardless of their health conditions. Falvo (2011) claimed that solving practical matters may also help patients to concentrate on the issues that come with leaving with life-threatening illnesses, thereby allowing them to improve their overall lifestyle.

References

Davis, G. L., & Roberts, W. L. (2010). The healthcare burden imposed by liver disease in aging Baby Boomers. Current gastroenterology reports, 12(1), 1-6. https://doi.org/10.1007/s11894-009-0087-2

Falvo, D. (2011). Effective patient education a guide to increased adherence (4th ed., p. 483). Jones and Bartlett Publishers. https://doi.org/10.1111/jocn.13572

Ohr, S., Jeong, S., & Saul, P. (2017). Cultural and religious beliefs and values, and their impact on preferences for endoflife care among four ethnic groups of communitydwelling older persons. Journal of Clinical Nursing, 26(11-12), 1681-1689. https://pubmed.ncbi.nlm.nih.gov/27603557/

Vahdat, S., Hamzehgardeshi, L., Hessam, S., & Hamzehgardeshi, Z. (2014). Patient involvement in health care decision-making: a review. Iranian Red Crescent Medical Journal, 16(1), e12454. https://doi.org/10.5812/ircmj.12454