Difference From Traditional Patient Education
The traditional approach to patient teaching and education is one that directs information "at" the patient. In essence, the goal is to have the patient do the things prescribed for them to do. Healthcare professionals have the knowledge about disease processes, exercise guidelines, special diets, and medications that must be imparted to the patient and caregivers in many forms: booklets, pamphlets, audio CD's,and the like.
Several Health Maintenance Organizations (HMO) are now using health coaches as a selling point for their health care services. Healthcare professionals that are entering the field of health coaching may include counselors, social workers, health education specialists, nutritionists, psychologists, nurses, respiratory therapists, physical therapists, pharmacists, nurse practitioners, physician assistants, nursing case managers, occupational therapists, and Oriental medicine practitioners.
Read more about this topic: Health Coaching
Famous quotes containing the words difference, traditional, patient and/or education:
“When I think of God, when I think of him as existent, and when I believe him to be existent, my idea of him neither increases nor diminishes. But as it is certain there is a great difference betwixt the simple conception of the existence of an object, and the belief of it, and as this difference lies not in the parts or composition of the idea which we conceive; it follows, that it must lie in the manner in which we conceive it.”
—David Hume (1711–1776)
“We should have an army so organized and so officered as to be capable in time of emergency, in cooperation with the National Militia, and under the provision of a proper national volunteer law, rapidly to expand into a force sufficient to resist all probable invasion from abroad and to furnish a respectable expeditionary force if necessary in the maintenance of our traditional American policy which bears the name of President Monroe.”
—William Howard Taft (1857–1930)
“Bear free and patient thoughts.”
—William Shakespeare (1564–1616)
“Since [Rousseau’s] time, and largely thanks to him, the Ego has steadily tended to efface itself, and, for purposes of model, to become a manikin on which the toilet of education is to be draped in order to show the fit or misfit of the clothes. The object of study is the garment, not the figure.”
—Henry Brooks Adams (1838–1918)