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Tabla de contenidos provista por Syndetics

• Preface(p. xi)
• 1 Patient Compliance: A Brief Overview(p. 1)
• Defining Patient Compliance(p. 1)
• Importance of Compliance(p. 2)
• Extent of Noncompliance(p. 5)
• Forms of Patient Noncompliance(p. 5)
• Causes of Patient Noncompliance(p. 11)
• Review of Interventions to Increase Compliance(p. 12)
• Role of the Health Professional in Patient Compliance(p. 15)
• Patient Education and Patient Compliance(p. 16)
• Compliance as Collaboration(p. 16)
• 2 The Evolution of Patient Education(p. 21)
• Importance of Patient Education Today(p. 21)
• Patient Education: A Historical Perspective(p. 24)
• Professional Commitment to Patient Education(p. 27)
• Arriving at a Definition of Patient Education(p. 31)
• Developing Patient Education as a Clinical Skill(p. 32)
• Growth and Challenges for Patient Education(p. 33)
• 3 Psychosocial Factors in Patient Education and Patient Compliance(p. 38)
• Psychosocial Factors in Patient Education(p. 38)
• The Patient as an Individual(p. 41)
• Understanding Different Personality Styles(p. 49)
• Using Knowledge of Patients' Self-Perception to Individualize Patient Teaching(p. 51)
• Reactions of Patients to Illness(p. 52)
• Coping Styles and Methods of Adaptation(p. 56)
• Helping Patients Cope(p. 65)
• Enhancing Patients' Motivation to Change(p. 67)
• 4 Patient Education as a Process in Patient Care(p. 70)
• Teaching and Learning(p. 71)
• Categories of Learning(p. 72)
• Motivation to Learn(p. 74)
• Assessing Patient Needs(p. 77)
• Problem Solving in Patient Education(p. 80)
• Documentation of Patient Teaching(p. 91)
• Evaluation(p. 94)
• 5 Life Stages and Patient Teaching: A Developmental Perspective(p. 99)
• Development as a Lifelong Process(p. 99)
• The Prenatal Period(p. 100)
• Teaching Parents(p. 102)
• Teaching Children(p. 102)
• Infancy(p. 103)
• The Toddler(p. 104)
• Preschool(p. 105)
• Later Childhood(p. 106)
• Adolescence(p. 107)
• Young Adulthood(p. 108)
• Midlife(p. 109)
• The Later Years(p. 110)
• A Life-Cycle-Centered Approach(p. 111)
• 6 The Family in Patient Education and Patient Compliance(p. 115)
• Role of the Family(p. 115)
• Family Structure and Style(p. 117)
• Family and Illness(p. 120)
• The Health Professional and the Family(p. 122)
• 7 Multicultural Issues in Patient Education and Patient Compliance(p. 124)
• A Historical Perspective(p. 124)
• Culture(p. 126)
• Ethnicity(p. 128)
• Acculturation(p. 128)
• Cultural Differences and the Health Professional(p. 129)
• Gaining Credibility(p. 131)
• Communication Issues in Cross-Cultural Patient Education(p. 134)
• Use of an Interpreter(p. 139)
• Social-Cultural Variations(p. 141)
• Family Issues and Cultural Diversity(p. 144)
• Approaches(p. 145)
• 8 Effective Communication of Health Advice to Enhance Patient Compliance(p. 148)
• Exchanging Information(p. 148)
• Relationship Skills: Building Rapport(p. 148)
• Nonverbal Behavior(p. 154)
• Responding to Patients' Verbal Cues(p. 158)
• Initiating Patient Teaching(p. 162)
• Establishing Goals for Communication(p. 163)
• Communicating Information(p. 165)
• Helping Patients Remember Instructions(p. 170)
• 9 Making the Patient a Partner in Patient Education(p. 173)
• The Art of Negotiation(p. 173)
• Change in Patient Status(p. 174)
• Models of Professional Relationships and Negotiation(p. 175)
• Shared Responsibility in Patient Education(p. 178)
• The Boundaries of Patient Education(p. 180)
• When Negotiation Fails(p. 182)
• Facilitating Patient Decision Making(p. 185)
• Patient Contracting(p. 189)
• 10 Illiteracy in Patient Education and Patient Compliance(p. 199)
• Types of Illiteracy(p. 199)
• Illiteracy as a Disability(p. 200)
• Myths about Illiteracy(p. 202)
• Assessing Patients' Literacy Skills(p. 203)
• Assessing Readability of Materials(p. 205)
• Teaching Patients with Low Literacy Skills(p. 206)
• 11 Patient Education and Complementary and Alternative Medicine (CAM)(p. 210)
• Defining Complementary and Alternative Medicine(p. 210)
• Growth of CAM Use(p. 211)
• Who Uses CAM: Myths and Misconceptions(p. 212)
• Patient Disclosure about CAM Use(p. 213)
• Attitudes of Health Professionals toward CAM(p. 214)
• Patient Motivation for Using CAM(p. 215)
• Importance of Discussing CAM(p. 219)
• Patient Education about CAM(p. 220)
• Teaching Patients about Safety Issues Regarding CAM(p. 221)
• The Role of the Health Professional(p. 223)
• Integrative Approaches(p. 224)
• 12 Patient Education and Patient Compliance Issues for Older Adults(p. 229)
• Demographic Change(p. 229)
• Defining Aging(p. 229)
• Rate of Aging(p. 232)
• Attitudes of Health Professionals(p. 233)
• Avoiding Stereotypes(p. 234)
• Generational Differences(p. 235)
• Cultural Differences(p. 236)
• Patient Education Needs of Older Adults(p. 237)
• Barriers to Effective Patient Education with Older Adults(p. 240)
• Barriers to Patient Compliance in Older Adults(p. 241)
• Special Teaching Needs of Older Patients(p. 243)
• Involving a Third Party in Patient Teaching(p. 244)
• Maximizing Communication Effectiveness with Older Adults(p. 244)
• Effective Patient Education with Older Adults(p. 246)
• 13 Patient Education about End-of-Life Issues(p. 249)
• Importance of Teaching about End-of-Life Issues(p. 249)
• Reluctance to Talk about End-of-Life Issues(p. 250)
• Cultural Variations in Death and Dying(p. 253)
• Understanding Death and Dying in the Context of the Patient(p. 256)
• Reactions to Bad News(p. 257)
• Understanding End-of-Life Issues in the Context of the Family(p. 263)
• Communication Skills in Teaching about End-of-Life Issues(p. 265)
• Teaching about Advance Directives(p. 266)
• Breaking Bad News(p. 269)
• Teaching Patients Living with Life-Threatening Illness(p. 272)
• Patient Education in Terminal Stages of Disease(p. 274)
• The Family Conference(p. 278)
• Impact of End-of-Life Teaching(p. 280)
• 14 Ethical Issues in Patient Education and Patient Compliance(p. 283)
• Ethical Theories(p. 283)
• Ethical Principles(p. 284)
• Values(p. 287)
• Identifying Ethical Issues in Patient Education and Patient Compliance(p. 291)
• The Health Professional/Patient Relationship(p. 298)
• Ethical Issues in Research in Patient Education and Patient Compliance(p. 300)
• Ethical Patient Education Practices(p. 301)
• 15 Informed Consent(p. 303)
• The Meaning of Informed Consent(p. 304)
• The Function of Informed Consent(p. 306)
• How Much Information to Disclose(p. 308)
• Consent-Implied or Explicit(p. 312)
• Who Obtains Consent(p. 314)
• Assessing Patients' Ability to Give Consent(p. 315)
• Concepts of Competence for Informed Consent(p. 316)
• Consent from Special Patients(p. 317)
• Use of Consent Forms(p. 318)
• Communication in Informed Consent(p. 319)
• Family Involvement in Informed Consent(p. 321)
• 16 Instructional Aids for Patient Education: Used or Abused(p. 324)
• Using Teaching Aids(p. 325)
• Written Aids(p. 329)
• Choosing Written Aids(p. 331)
• Use of Audiovisual Aids(p. 336)
• Presenting Teaching Aids(p. 338)
• Developing Teaching Aids(p. 340)
• Developing a Patient Education Newsletter(p. 345)
• Computers(p. 346)
• Using the Internet(p. 347)
• Using Teaching Aids Effectively(p. 348)
• 17 Issues in Research and Evaluation in Patient Education and Patient Compliance(p. 350)
• Importance of Research and Evaluation(p. 350)
• Defining Research and Evaluation(p. 352)
• Steps in Program Evaluation(p. 353)
• Steps in Research(p. 357)
• Measurement in Research and Evaluation(p. 363)
• Qualitative Methods in Research(p. 364)
• Collaboration in Research and Evaluation(p. 365)
• Managing a Research Project(p. 366)
• Specific Issues in Patient Education Research and Evaluation(p. 366)
• Specific Issues in Patient Compliance Research(p. 368)
• Future Directions for Research(p. 370)
• Index(p. 373)