Theory Sessions: Reflection on Patient Education Essay

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Oncological patient education is generally the influential process towards the patient’s attitudes, knowledge scope, and methods or skills expansion to improve or maintain their health status. The process includes both the patients and caregivers to endeavor the possible experiences throughout a client’s empowerment. This essay reflects my learning experience on patient education, apart from elaborating how differently I would act given an equal chance in the future.

Patient Education	What was the learning experience?	What went well/bad? How did you feel or react?
	My learning experience stands out as a great and fulfilling one, for I have expanded my knowledge and obtained new skills in patient empowerment. I have gained a clear understanding of how to educate sick people, deal with anxiety, and assist them with body image alteration following specific medical procedures. Thus, I have achieved my learning objective of helping patients develop frameworks for engaging in strategic decision-making and managing their conditions.	The lesson is investable in enabling patients to take a co-responsibility for managing their wellness. It was interesting when the module emphasized respect and appreciation to involve care and demonstrate dignity during diagnosis, assessment, and treatment of critically ill patients. The lesson challenged me to question the problems I would face educating patients and to evaluate my ability to provide quality service during the same course. What went bad was the short time allocated for the lesson.
	What did you learn?	If things happen again, how are you going to act differently?
	Throughout the sessions, I learned that empowerment is both non-binary and non-linear. As such, it cannot be imposed through the top-down approach, but it is be individually initiated or collectively performed (Patient Education, n.d.). I have learned the apprehension of anxiety coming along with panic attacks, uncontrollable worry, restlessness, overestimated risks,and avoidance of the reality as patients may depict. The lessons on coping and treatment stages were insightful, covering the patient’s body image’s deformities after surgery (Patient Education, n.d.). Through health literacy, self-management and shared decision-making, I obtained a solid foundation of patient empowerment knowledge.	In the instance that the study session was scheduled again, I would emphasize sympathy during patient education and empowerment because they experience physical, social, psychological, existential, and emotional discomfort. I would also incorporate collaborative planning of continued care to increase the likelihood of a positive outcome. Another chance would be fundamental to educate nurses on the importance of physical appearance when delivering palliative care because it influences patients’ behaviour, attitude, and dialogue.

Reference

Patient education (empowerment, dealing with anxiety, coping with altered body image). (n.d.). [PowerPoint Slides].

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