Patient Education and Negotiation Essay Assignment Paper

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Patient Education and Negotiation
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Define negotiation as it applies to patient education.
Negotiation is vital to healthcare delivery and it is used in meeting a decision and agreement on a proposed plan of care (Broholm-Jørgensen et al, 2019). Healthcare providers have a moral duty to ensure they inform their patients of the treatment options available to them and educate them on their conditions or illnesses. There is risk for poor outcomes and non-adherence if we ignore the aspect of negotiation with patients.

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Explain how the change in the patient’s status through the years has affected patient education.
Patients have moved from a position of receiving healthcare to actively contributing to their own wellbeing (Hoerger et al, 2018). Patients are made aware of their conditions, positions and possible approaches to responsible behaviour through patient education. Interactions with the patient are expected to be enthusiastic, educative and motivating in a bid to meet individual satisfaction for the needs of every patient. Responsibility for quality healthcare has shifted from nurses and physicians to incorporate the healthcare team and the patients.
List the pros and cons of negotiation.
Through negotiation, patients are able to understand and adhere to medical and treatment plans; they are actively engaged and this increases the possibility of a positive outcome. Negotiation means improved communication, hence better patient-centred care (Broholm-Jørgensen et al, 2019). Although quite beneficial, limitations of negotiation exist in there being a space for too much familiarity which may result in contempt. There also maybe situations of conflict and friction between a healthcare provider and the patient, limiting the effectiveness of the process.
Describe the general conditions that would be included in a patient contract.
The general requirements of a patient contract are attendance, behavior and confidentiality (Hoerger et al, 2018). Attendance requires that a patient attends their visits and appointments with punctuality with there being a repercussion in the event it is missed. Patient behavior defines the expected mode of conduct and discourages physical or emotional exploitation of the providers. A patient must observe proper physical and verbal conduct (Hoerger et al, 2018). The confidentiality clause demands the observation of privacy by the healthcare professionals; they are not expected to discuss the matters of the patient with unauthorized personnel.
Discuss old age and the baby boomer.
Baby boomers are the group of people born between 1946 and 1964 and are currently of ages 57-75. Born post-world war II, they form currently a considerably percentage of nurses and physicians in the American healthcare system. The anticipated high number of retirements from this group is set to cause a crisis in the shortage of medical personnel, hence, the need to address it fast and soon.
List several generational, religious, and cultural differences between the 30-year-old health care professional and the elderly patient.
The elderly patient has an experience with the healthcare system and can tell when dealing with an inexperienced young nurse in terms of approach and care practice. Their presence may be more patient and older nurses or physicians.

The young generation has a large percentage of individuals who are not spiritual while majority of the elderly are religious and spiritual. This may pose a conflict when dealing together as patient education and negotiation by the nurse may involve touching on religious aspects.
Cultural differences, arising from growing up in different decades and environments may hinder understanding of a condition by the young nurse, thus, create a friction between the two. Poor treatment and negotiation may be a result of this.
Explain some of the barriers to patient education of the elderly and discuss their special needs.
With old age comes a variety of mental illnesses that affect the patient’s memory. This forms a serious challenge in patient education as it limits the patient from remembering or understanding critical information.
Special needs for elderly patient involve mobility and self-care. Their movement is limited or inhabited and their selfcare practices are hindered or not as good as they should be. They face challenges in dressing, bathing and performing basic hygiene functions.
List ways to best approach patient education of the elderly.
Increased use of figure and images with bright and appealing graphics that are easy to remember is the most effective way. Understanding the patient should give the provider with knowledge on what an individual likes or loves, thus, they can integrate images and approaches that the patient will find interesting and easy to follow and remember (Yeh et al, 2018).
Discuss some cultural and religious beliefs about death that you have encountered.
Christians, the majority of individuals I have interacted with, believe in life after death and there being a place where should will go to; depending on how one’s behavior was on earth. End-of-life patient quite often engage in prayer and believe through prayer, repentance and being kind to others, they are preparing themselves for a good life after death. Patients also will often feel at peace with prayers before surgery or major life-threatening treatment as it assures them of heaven in the event anything doesn’t go as planned.
Explain why it is important to discuss death and dying with the elderly patient and what the impact is on all involved.
Discussion of death is important as it prepares them psychologically (Broholm-Jørgensen et al, 2019). It also allows for them to carry out a smooth inheritance process to their families or next of kin. They are also able to lay out their wishes to their families, legal representatives and friends, hence, smoothen the end-of-life process.
Explain how to teach a patient with a life-threatening illness.
Excellent knowledge of the pathophysiology of the illness the patient is suffering from. Clinical treatment and care options are then created by the healthcare provider. Proper communication skills should then be applied in educating the patient of their situation, condition and possible strategies to approaching healthcare (Hoerger et al, 2018). They should be given the chance to negotiate of the approach they consider friendly and favorably.

Reference
Broholm-Jørgensen, M., Kamstrup-Larsen, N., Guassora, A. D., Reventlow, S., Dalton, S. O., & Tjørnhøj-Thomsen, T. (2019). Negotiation, temporality and context-a qualitative study of the clinical encounter. European Journal for Person Centered Healthcare, 7(2), 334-343.
Hoerger, M., Greer, J. A., Jackson, V. A., Park, E. R., Pirl, W. F., El-Jawahri, A., … & Temel, J. S. (2018). Defining the elements of early palliative care that are associated with patient-reported outcomes and the delivery of end-of-life care. Journal of Clinical Oncology, 36(11), 1096.
Yeh, M. Y., Wu, S. C., & Tung, T. H. (2018). The relation between patient education, patient empowerment and patient satisfaction: A cross-sectional-comparison study. Applied Nursing Research, 39, 11-17.

Question
Write a short (50-100-word) paragraph response for each question. This assignment is to be submitted as a Microsoft Word document.

Define negotiation as it applies to patient education.
Explain how the change in the patient’s status through the years has affected patient education.
List the pros and cons of negotiation.
Describe the general conditions that would be included in a patient contract.
Discuss old age and the baby boomer.
List several generational, religious, and cultural differences between the 30-year-old health care professional and the elderly patient.
Explain some of the barriers to patient education of the elderly and discuss their special needs.
List ways to best approach patient education of the elderly.
Discuss some cultural and religious beliefs about death that you have encountered.
Explain why it is important to discuss death and dying with the elderly patient and what the impact is on all involved.
Explain how to teach a patient with a life-threatening illness.

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