Patient Education In Nursing and Health Care Language for Patient Education in Nursing and Health Care
The language used in patient education often continues to prioritize the healthcare provider’s perspective, marginalizing the patient’s voice. Since doctors are socially and legally recognized as the “experts” in healthcare, they make limited efforts to enter the patient’s world or understand their perspective. Healthcare professionals act as gatekeepers to services, with the ideal patient seen as one who is both compliant and self-reliant—yet judged by standards set by medical experts.
Patients with chronic illnesses, however, often develop self-management strategies that health professionals may label as non-compliant because they modify their prescribed regimens and explore alternative therapies. Many healthcare providers do not believe that patients are capable of making sound health decisions independently (Wilson, 2001). This perspective overlooks the fact that patients are often more attuned to their own bodies and health needs than is commonly acknowledged.
Adopting language that values the patient’s perspective and acknowledges their role in managing their own health is crucial to advancing patient-centered care. This shift would help bridge the gap between medical authority and patient autonomy.
Bioethics for Patient Education in Health Care and Nursing
Bioethics has historically championed the right of patients to make informed choices (Benner, 2003). However, it has often overlooked the importance of helping patients understand their health situations and equipping them with the tools to rebuild their lives. The focus has been predominantly on ethical dilemmas related to technology, while lower-tech processes of care—those considered “normal”—are often neglected in ethical analyses.
For example, Mardorossian (2003) critiques childbirth education from a feminist perspective, revealing that women taught natural childbirth techniques often find these methods ineffective for managing pain. Many couples abandon these techniques during labor, with the “husband as coach” concept being a primary issue. Framing labor as a sporting event, where the husband is expected to “coach” the mother, places unrealistic expectations on the couple. As a result, interpersonal conflicts often arise when the coach fails to meet these expectations.
Similarly, misleading patient education occurs when risk factors are oversimplified. Risk factors are statistical associations with disease, but correcting them doesn’t always prevent illness. For instance, lowering blood pressure may reduce stroke risk, but implying a 100% reduction is misleading (Hollnagel & Malterud, 2000).
Such critiques of current practices are vital to fostering meaningful self-examination within the healthcare system. Recently, there has been a resurgence in the interest of patient-centered and family-centered care philosophies. These philosophies, though still ideals with varying definitions, place patient education and self-management at the forefront.
Patient-Centeredness in Nursing Education and Healthcare
Patient-centered care focuses on understanding the patient’s perspective, aligning professional and patient beliefs about illness, and creating a collaborative treatment plan. When healthcare professionals work together with patients to develop plans that take into account the patient’s concerns, beliefs, and needs, positive health outcomes are more likely.
Studies have shown that when healthcare providers engage patients by eliciting their beliefs and involving them in managing their illness, adherence to treatment improves (Michie, Miles, & Weinman, 2003). Similarly, other research suggests that patient-centered care reduces discomfort, improves mental health, and decreases the need for diagnostic tests and referrals (Stewart et al., 2000). Finding common ground with healthcare providers is a strong predictor of positive outcomes for patients.
In patient-centered care, the professional’s role shifts from being an authoritative figure to being a guide who supports the patient in navigating their health journey. This approach is particularly effective in chronic disease management, where patient empowerment and education are key components of successful outcomes.
Family-Centeredness in Nursing Education and Healthcare
Family-centered care extends beyond the patient to include the family as an essential part of the care unit. This model recognizes the critical role that family members play in supporting the patient throughout their illness. Patients are given the choice to involve their families in their care, and healthcare teams provide guidance and support to the family, particularly during critical illness.
This philosophy is most commonly seen in pediatric and critical care settings, where the family’s involvement can be crucial to the patient’s recovery. Families benefit from clear information, reassurance, and the ability to stay close to the patient. The American Academy of Pediatrics (2003) supports family-centered care, noting that families are a child’s primary source of strength. Studies have shown that involving the family in the care process improves health outcomes, reduces anxiety for both the patient and family, and leads to better follow-through on care plans developed collaboratively with the family.
The family-centered approach also creates a support system for both the patient and the family, which can be vital during emotionally and physically challenging times.
Family and Patient-Centeredness in Nursing Education and Healthcare
Both patient-centered and family-centered care models emphasize viewing healthcare from the patient’s and family’s perspectives. Evaluating the effectiveness of care based on patient outcomes rather than hospital-centric metrics is essential. Research shows that subjective health measures, such as the patient’s perceived quality of life, can be as predictive of mortality and healthcare utilization as objective clinical measures.
Sullivan (2003) highlights the ongoing struggle to bring patient subjectivity into medical decision-making. While bioethics has been successful in recognizing patients as autonomous individuals with the right to choose among medical treatments, there is still much work to be done. True patient autonomy requires more than choosing between two physician-defined options—it requires healthcare providers to offer real choices that align with the patient’s values, preferences, and life circumstances.
In patient and family-centered care, education plays a pivotal role. Patients and their families must be equipped with the knowledge and skills to make informed decisions and participate actively in the care process. This approach not only enhances patient satisfaction but also improves long-term health outcomes.
Conclusion
Patient education is a fundamental aspect of both nursing and healthcare. Shifting the language, philosophy, and approach toward patient-centered and family-centered care has the potential to transform the healthcare experience for patients and their families. By acknowledging and incorporating the patient’s and family’s perspectives, healthcare providers can foster an environment of collaboration, trust, and empowerment.
Incorporating bioethics into patient education ensures that patients are not only informed but also respected in their autonomy. Language plays a key role in this dynamic, and healthcare professionals must be mindful of how their communication can either empower or marginalize the patient.
As the healthcare field continues to evolve, nursing professionals will be at the forefront of this shift toward a more inclusive and empowering model of care. Education, both for patients and their families, is central to this process, enabling individuals to manage their health and make informed choices confidently.