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Family plays an important role in patient education, which was proved in a book of R. A. Penfold. Let’s see which principle pertaining to the role of family in patient education is most accurate?
“The Role of Family in Patient Education: Aquinobic Sedative” by R. A. Penfold and D. S. Frick, Ph.D. is an extensive psychiatric brief. This book describes a patient-centered education approach at the basic level with the goal of preventing or delaying the emergence of the many negative symptoms which may arise as the patient undergoes long-term therapy. Unlike most briefers, however, this one provides the necessary information in simple, comprehensible language. The book’s six chapters cover a variety of topics: cognitive processes, socialization processes, cognitive development, bodily processes, endocrinology, and psychology.
=> which of the following represents a question within higher education?
=> which statement about general education policy is most accurate?
The chapter on cognitive processes begins by describing how cognitive processes influence the process of learning and how memory and thinking are related. Next, it goes on to describe how these processes relate to other cognitive processes such as linguistic processing, attention, motivation, and attention span. Following that, it discusses various disorders and their symptoms, including ADD/ADHD, dementia, Parkinson’s disease, migraine headaches, OCD, and obsessive-compulsive disorders. These chapters discuss how family education would relate to these problems.
The next several chapters deal with concepts such as socialization, which refers to the interaction of an individual’s body and mind with others. As such, these chapters discuss the body’s reaction to social stimuli, including how it affects children’s emotions, intelligence, and social skills; the importance of positive social experiences, such as laughter and love; how academic achievements affect a child’s body, emotions, and self-image; the relationship between the self and the need for food, clothing, shelter, and care; how physical handicaps limit a child’s ability to interact with others; and how the family needs to provide emotional support and guidance to a handicapped person. The next chapter reviews the importance of body language in determining how much a patient is able to communicate. It also reviews the use of medical monitors to determine limb movements. Then, it briefly discusses developmental disabilities, and how these can affect communication and education. The final chapter covers the theories and policies regarding special education.
According to this theory, the principles on which family members are encouraged to influence a patient include the basic principle that the family has the responsibility to protect, nourish, and defend its members, which is based on the social model; the basic principle of reciprocity, which considers that one should help those who have helped them before, and which states that the family should assist the handicapped person only when it is necessary; the principle of equality, which states that the same standards of education and physical activities should be applied to all, regardless of their race, gender, or religion; and the principle of subsidization, which allows parents to send their children to schools that accept a minimal amount of state funding. All of these principles are then cobined into a larger umbrella principle called “informed consent,” which holds that any person, including the parents or guardians, must be provided with enough information about an educational process so that they can make informed decisions about their child. The informed consent principle is used to justify excluding children from mainstream education or forcing parents to subject their children to religious education programs that are contrary to their beliefs.
Supporters of informed consent feel that the principle promotes healthy communication between doctor and patient and leads to greater understanding on the part of both parties. However, critics argue that it removes the opportunity for the patient to choose his/her own doctor, which denies him/her a say in matters related to his/her health. Also, they point out that informed consent is vague, leaving many questions unanswered, such as: How much did the patient know, when he/she was advised of certain screening measures, and what are the consequences if he/she chooses not to participate? Moreover, many health care professionals believe that the screening measures in question are too broad and random to provide complete patient care.
Underlying the above arguments is the idea that a family is the primary unit of social life in the society. A person’s basic needs are usually provided for by the family, and that any deviation – be it emotional, physical or spiritual – from this norm is unacceptable. According to this argument, health care professionals cannot claim moral or ethical responsibility towards a patient unless they are members of the family, thus creating a dual responsibility. In other words, family values determine what is acceptable in the practice of medicine. Family values may also dictate what is considered unethical in health care.
According to the philosophy of the WHO, teaching and promoting healthy lifestyles through public health education and promotion of family values are two different tasks. Despite this, some health care providers take the view that education and awareness regarding a healthy lifestyle to promote better health care and medical tourism. According to them, health care is more a matter of prevention, than cure. It should simply be a matter of knowing one’s risks and living accordingly.
Practical implementation of the principles of WHO would require health care providers to inform patients about risks to their health and how these risks are related to the family. Patients and their families should also be made aware of the fact that health is wealth, and access to health services determines wealth. Thus, public education and promotion of family values should be combined with technical and procedural changes in health care, as practiced in developed countries. Health care organizations, such as WHO, should also become more aware of their function in promoting social norms concerning health. They need to recognize the role that the media has to play in communicating information to the general public. For example, media stories can help to educate the general public on the risks of alcohol consumption and drinking.
This article is provided by Honduras Educacional. Thank you for reading
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