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| Preface | |
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| Patient Compliance: A Brief Overview | |
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| Defining Patient Compliance | |
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| Importance of Compliance | |
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| Extent of Noncompliance | |
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| Forms of Patient Noncompliance | |
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| Causes of Patient Noncompliance | |
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| Review of Interventions to Increase Compliance | |
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| Role of the Health Professional in Patient Compliance | |
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| Patient Education and Patient Compliance | |
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| Compliance as Collaboration | |
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| The Evolution of Patient Education | |
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| Importance of Patient Education Today | |
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| Patient Education: A Historical Perspective | |
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| Professional Commitment to Patient Education | |
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| Arriving at a Definition of Patient Education | |
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| Developing Patient Education as a Clinical Skill | |
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| Growth and Challenges for Patient Education | |
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| Psychosocial Factors in Patient Education and Patient Compliance | |
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| Psychosocial Factors in Patient Education | |
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| The Patient as an Individual | |
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| Understanding Different Personality Styles | |
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| Using Knowledge of Patients' Self-Perception to Individualize Patient Teaching | |
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| Reactions of Patients to Illness | |
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| Coping Styles and Methods of Adaptation | |
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| Helping Patients Cope | |
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| Enhancing Patients' Motivation to Change | |
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| Patient Education as a Process in Patient Care | |
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| Teaching and Learning | |
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| Categories of Learning | |
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| Motivation to Learn | |
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| Assessing Patient Needs | |
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| Problem Solving in Patient Education | |
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| Documentation of Patient Teaching | |
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| Evaluation | |
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| Life Stages and Patient Teaching: A Developmental Perspective | |
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| Development as a Lifelong Process | |
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| The Prenatal Period | |
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| Teaching Parents | |
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| Teaching Children | |
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| Infancy | |
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| The Toddler | |
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| Preschool | |
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| Later Childhood | |
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| Adolescence | |
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| Young Adulthood | |
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| Midlife | |
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| The Later Years | |
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| A Life-Cycle-Centered Approach | |
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| The Family in Patient Education and Patient Compliance | |
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| Role of the Family | |
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| Family Structure and Style | |
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| Family and Illness | |
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| The Health Professional and the Family | |
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| Multicultural Issues in Patient Education and Patient Compliance | |
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| A Historical Perspective | |
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| Culture | |
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| Ethnicity | |
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| Acculturation | |
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| Cultural Differences and the Health Professional | |
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| Gaining Credibility | |
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| Communication Issues in Cross-Cultural Patient Education | |
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| Use of an Interpreter | |
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| Social-Cultural Variations | |
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| Family Issues and Cultural Diversity | |
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| Approaches | |
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| Effective Communication of Health Advice to Enhance Patient Compliance | |
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| Exchanging Information | |
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| Relationship Skills: Building Rapport | |
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| Nonverbal Behavior | |
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| Responding to Patients' Verbal Cues | |
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| Initiating Patient Teaching | |
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| Establishing Goals for Communication | |
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| Communicating Information | |
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| Helping Patients Remember Instructions | |
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| Making the Patient a Partner in Patient Education | |
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| The Art of Negotiation | |
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| Change in Patient Status | |
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| Models of Professional Relationships and Negotiation | |
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| Shared Responsibility in Patient Education | |
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| The Boundaries of Patient Education | |
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| When Negotiation Fails | |
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| Facilitating Patient Decision Making | |
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| Patient Contracting | |
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| Illiteracy in Patient Education and Patient Compliance | |
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| Types of Illiteracy | |
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| Illiteracy as a Disability | |
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| Myths about Illiteracy | |
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| Assessing Patients' Literacy Skills | |
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| Assessing Readability of Materials | |
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| Teaching Patients with Low Literacy Skills | |
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| Patient Education and Complementary and Alternative Medicine (CAM) | |
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| Defining Complementary and Alternative Medicine | |
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| Growth of CAM Use | |
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| Who Uses CAM: Myths and Misconceptions | |
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| Patient Disclosure about CAM Use | |
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| Attitudes of Health Professionals toward CAM | |
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| Patient Motivation for Using CAM | |
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| Importance of Discussing CAM | |
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| Patient Education about CAM | |
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| Teaching Patients about Safety Issues Regarding CAM | |
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| The Role of the Health Professional | |
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| Integrative Approaches | |
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| Patient Education and Patient Compliance Issues for Older Adults | |
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| Demographic Change | |
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| Defining Aging | |
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| Rate of Aging | |
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| Attitudes of Health Professionals | |
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| Avoiding Stereotypes | |
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| Generational Differences | |
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| Cultural Differences | |
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| Patient Education Needs of Older Adults | |
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| Barriers to Effective Patient Education with Older Adults | |
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| Barriers to Patient Compliance in Older Adults | |
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| Special Teaching Needs of Older Patients | |
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| Involving a Third Party in Patient Teaching | |
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| Maximizing Communication Effectiveness with Older Adults | |
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| Effective Patient Education with Older Adults | |
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| Patient Education about End-of-Life Issues | |
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| Importance of Teaching about End-of-Life Issues | |
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| Reluctance to Talk about End-of-Life Issues | |
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| Cultural Variations in Death and Dying | |
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| Understanding Death and Dying in the Context of the Patient | |
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| Reactions to Bad News | |
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| Understanding End-of-Life Issues in the Context of the Family | |
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| Communication Skills in Teaching about End-of-Life Issues | |
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| Teaching about Advance Directives | |
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| Breaking Bad News | |
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| Teaching Patients Living with Life-Threatening Illness | |
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| Patient Education in Terminal Stages of Disease | |
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| The Family Conference | |
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| Impact of End-of-Life Teaching | |
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| Ethical Issues in Patient Education and Patient Compliance | |
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| Ethical Theories | |
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| Ethical Principles | |
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| Values | |
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| Identifying Ethical Issues in Patient Education and Patient Compliance | |
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| The Health Professional/Patient Relationship | |
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| Ethical Issues in Research in Patient Education and Patient Compliance | |
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| Ethical Patient Education Practices | |
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| Informed Consent | |
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| The Meaning of Informed Consent | |
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| The Function of Informed Consent | |
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| How Much Information to Disclose | |
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| Consent-Implied or Explicit | |
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| Who Obtains Consent | |
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| Assessing Patients' Ability to Give Consent | |
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| Concepts of Competence for Informed Consent | |
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| Consent from Special Patients | |
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| Use of Consent Forms | |
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| Communication in Informed Consent | |
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| Family Involvement in Informed Consent | |
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| Instructional Aids for Patient Education: Used or Abused | |
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| Using Teaching Aids | |
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| Written Aids | |
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| Choosing Written Aids | |
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| Use of Audiovisual Aids | |
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| Presenting Teaching Aids | |
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| Developing Teaching Aids | |
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| Developing a Patient Education Newsletter | |
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| Computers | |
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| Using the Internet | |
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| Using Teaching Aids Effectively | |
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| Issues in Research and Evaluation in Patient Education and Patient Compliance | |
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| Importance of Research and Evaluation | |
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| Defining Research and Evaluation | |
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| Steps in Program Evaluation | |
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| Steps in Research | |
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| Measurement in Research and Evaluation | |
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| Qualitative Methods in Research | |
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| Collaboration in Research and Evaluation | |
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| Managing a Research Project | |
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| Specific Issues in Patient Education Research and Evaluation | |
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| Specific Issues in Patient Compliance Research | |
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| Future Directions for Research | |
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| Index | |