Educating for Wellness

Leveraging Learning Styles for the Best Health Outcomes 

Around 50% of patients don't get the most benefit from medical treatments because of poor compliance.[1]

While it’s easy to assume that patients who don’t follow doctors’ instructions lack motivation or desire, research shows a significant increase in compliance with better education.

When they understand what they need to do to manage their health and why it matters, patients make health a priority.[2] Outcomes improve. They get readmitted to the hospital less[3] and live longer.[4],[5]

Learning Styles

The Joint Commission requires hospitals to give patients education specific to their needs.[6]  Understanding how to best present this information to them is essential to meeting this requirement.

The VARK (visual, auditory, reading/writing, and kinesthetic)[7],[8] framework describes learning styles. To identify a patient’s style, many facilities rely on asking them how they like to learn, but the patient may not know accurately. Because of this, an assessment by a nurse is best. Simple questionnaires are available that can help. 

Also keep in mind that learning style preferences can change with time and circumstances. Use a variety of teaching methods to give patients the best chance of understanding.

Visual

The human brain processes images 60,000 times faster than written words.[9]  Many people find images stick in their minds better than anything else. Around half prefer pictures be included when they learn.[10]

Take advantage of imagery with printed illustrations. Sitting down with a patient to diagram a concept can help them retain the information better and contribute to building a personal connection.[10],[11]

Auditory

Only 5.7% of people report they absorb information by hearing alone, but over 60% like listening integrated with other methods as part of their learning process.[10] To take advantage, talk to patients, summarize concepts, and read out loud.

Reading and Writing

Around 45% of people like writing and reading incorporated into learning, though it is rare to learn well from reading alone.[10] Writing activates multiple brain areas and improves information recall.[12] To apply, give patients written materials with a place to take notes.

Kinesthetic

Kinesthetic learners understand best when they perform a physical activity. Kinesthetic learning is the most preferred learning method. About 85% prefer using kinesthetic learning in conjunction with other styles.[10] A quarter of people learn by doing alone. In the hospital, help the patient practice skills. They may perform a dressing change, empty a drain, or give themselves an injection under supervision.

Learning Circumstances

Before teaching, evaluate the patient for barriers that will keep them from learning. Simple interventions can help them listen and understand better.  

Pain and Physical Needs

No one learns well in discomfort. Help the patient be comfortable and ensure they have toileting and other physical needs taken care of. Use non-pharmacological pain interventions if possible, and use pain medication appropriately.

Medication

While it is necessary to manage pain for comfort and healing, medication can also be a barrier. An expert nurse can often find the balance between comfort and over-medication. However, it may not be the right time to teach if a patient needs a lot of pain medication.

Sensory

Before talking with a patient, check if they have a sensory barrier to understanding you. Put in their hearing aids if they use them. They may have removed glasses for a procedure and need them replaced.

Language

Provide an interpreter and written materials in the patient’s native language. Don’t rely on bilingual family members; a family member or friend cannot interpret critical medical information. Teach family and caregivers if they need to help with care. They may appreciate a skilled interpreter too.

Emotional

It’s difficult to absorb information directly after a life-altering diagnosis. Give the patient time to process. If available, consider offering a visit with a counselor or spiritual care provider first. Ask the patient if they are ready to learn about their condition.

Sometimes, you can't overcome all barriers. Giving patients reliable materials to reference later is an excellent option. Encourage patients to read materials on their own and write down questions.

Staff Barriers

While most nurses agree that ideal education uses many methods, practical application is challenging. As a leader, follow these tips to help your nurses deliver high-quality education:

• Consider dedicated staff. Examine a staffing model with a nurse educator focused solely on teaching. Investment in a dedicated position may seem expensive, but good education leads to cost savings in the long run.

• Break it up. Breaking up teaching into multiple short sessions – perhaps during hourly rounds – can help staff fit in more education, help patients learn better, and give more opportunities for patient questions.

• Use high-quality materials. Printed materials can answer questions when the nurse isn’t there. The Patient Guide Solutions’ educational materials were created by a team of nurses, physicians, and creative professionals to be an extension of your nurse’s voice during and after the hospital stay.

Conclusion

Educate patients in multiple ways to take advantage of their learning strengths. Better understanding and engagement can make a big difference in health outcomes and care costs.

References:

[1] Gold DT, McClung B. Approaches to patient education: emphasizing the long-term value of compliance and persistence. Am J Med. 2006;119(4 Suppl 1):S32-7. doi:10.1016/j.amjmed.2005.12.021

[2] Marzban S, Najafi M, Agolli A, Ashrafi E. Impact of patient engagement on healthcare quality: A scoping review. J Patient Exp. 2022;9:23743735221125440. doi:10.1177/23743735221125439

[3] Wilcox D, McCauley PS, Delaney C, Molony SL. Evaluation of a hospital: Community partnership to reduce 30-day readmissions. Prof Case Manag. 2018;23(6):327-341. doi:10.1097/ncm.0000000000000311

[4] Bombard Y, Baker GR, Orlando E, et al. Engaging patients to improve quality of care: a systematic review. Implement Sci. 2018;13(1). doi:10.1186/s13012-018-0784-z

[5] Greene J, Hibbard JH, Sacks R, Overton V, Parrotta CD. When patient activation levels change, health outcomes and costs change, too. Health Aff (Millwood). 2015;34(3):431-437. doi:10.1377/hlthaff.2014.0452

[6] Complying with Joint Commission patient education standards. Relias Media. Published January 2, 2015. Accessed October 7, 2023. https://www.reliasmedia.com/articles/9548-complying-with-joint-commission-patient-education-standards

[7] Fleming N. The VARK Modalities: Visual, Aural, Read/write & Kinesthetic. VARK - helping you learn better. Published July 30, 2014. Accessed October 7, 2023. https://vark-learn.com/introduction-to-vark/the-vark-modalities/

[8] VARK Research – what do we know about VARK? VARK - helping you learn better. Published August 29, 2020. Accessed October 7, 2023. https://vark-learn.com/research-statistics/

[9] Potter MC, Wyble B, Hagmann CE, McCourt ES. Detecting meaning in RSVP at 13 ms per picture. Atten Percept Psychophys. 2014;76(2):270-279. doi:10.3758/s13414-013-0605-z

[10] Townshend R, Grondin C, Gupta A, Al-Khafaji J. Assessment of patient retention of inpatient care information post-hospitalization. Jt Comm J Qual Patient Saf. 2023;49(2):70-78. doi:10.1016/j.jcjq.2022.11.002

[11] Swayden KJ, Anderson KK, Connelly LM, Moran JS, McMahon JK, Arnold PM. Effect of sitting vs. standing on perception of provider time at bedside: a pilot study. Patient Educ Couns. 2012;86(2):166-171. doi:10.1016/j.pec.2011.05.024

[12] Umejima K, Ibaraki T, Yamazaki T, Sakai KL. Paper notebooks vs. Mobile devices: Brain activation differences during memory retrieval. Front Behav Neurosci. 2021;15:634158. doi:10.3389/fnbeh.2021.634158