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Essay / Research Paper Abstract
This 4 page paper discusses two instructional models for patient education: group education/discussion and self-instruction. The writer compares them and reports studies demonstrating their effectiveness with specific chronic conditions, like diabetes. Advantages and disadvantages of each are included. Bibliography lists 5 sources.
Page Count:
4 pages (~225 words per page)
File: MM12_PGptned2.rtf
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Unformatted sample text from the term paper:
usually offered at the hospital, clinic, or doctors office. Self-instruction is typically in ones home. Group discussion has the advantage of hearing others peoples concerns and issues (Mensing and Norris,
2003). Another advantage is that everyone in the group has the same disease/condition, e.g., diabetes (Mensing and Norris, 2003). In fact, group discussion is a preferred method of educating patients
about the management of their illness (Mensing and Norris, 2003). Besides the fact that groups offer an environment in which patients can discuss issues while learning skills, groups are more
cost-effective, which is a primary concern as health costs continue to soar (Mensing and Norris, 2003). Self-instruction is solitary with the patient reviewing the materials on their own (Mensing and
Norris, 2003; Oermann et al, 1986). This is limiting insofar as the patient does not have the opportunity to hear how other people have handled symptoms or any other aspect
of the illness. Group discussion offers the opportunity for the instructor to use different approaches that would be a better fit for each students learning preferences. Thus, contrary
to what many may think, there can be a great deal of individualization within a group education setting (Mensing and Norris, 2003). For example, the instructor may use a variety
of media in group instruction (Mensing and Norris, 2003). When people can share how they handle actual effects of an illness, everyone in the group learns more. Since it is
a group setting, the instructor can consider learning styles, providing the opportunity to for students to learn visually, auditorially, and/or kinetically. Self-instruction very often incorporates only one type of medium,
e.g., video cassettes, DVDs, the Internet, printed materials. The patient can engage all senses when watching a video/DVD by taking notes. The same is true for using the Internet or
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