Patients, it seems, seek information and are educated about their health. Additionally, it is important to recognize the fact that patients who are educated tend be cooperative, to understand the processes of disease, and experience enhanced results. This is why it is essential to develop better methods and techniques of education for patients (Werder 2015. Pirhonen, Silvennoinen, and Sillence,).
Technology plays a crucial role in the patient’s education and engagement. This is why hospitals and healthcare institutions place a lot of emphasis on technology. Therefore, the concept of technology for patient education is crucial (Cassano 2017).
Patient education technology, then is a notion in which technology is utilized in structured, personal and procedural procedures in the evaluation and transmission of information to patients and their families in order to improve the patient’s experience, satisfaction and the outcomes (Patmon, Gee, Rylee and Readdy in 2016; Cassano 2017).
Many healthcare facilities and organizations are embracing technology for patient education in the delivery of healthcare and engagement with patients. This could significantly influence nursing and healthcare in a variety of ways, such as the necessity to highlight the appropriateness of technology and engaging techniques for patient education, with an eye towards improving outcomes.
This paper examines the concept of technology for patient education, paying special attention to the concept’s significance, providing relevant examples, as well as a personal experiences.
Relevance of Patient Education Technology
It is thought the way forward for healthcare will heavily be influenced by patient experiences and engagement. This is why it is crucial that healthcare organizations implement technology for education and engagement due to its effectiveness in improving results (Gephart and the Effkens 2013, 2013; Werder, 2015; Cassano 2017).
An Example of Patient Education Technology and Key Features
Gephart as well as Effken (2013) provide a variety of examples that include the application of mobile health apps in the field of patient educational and involvement. It is evident that a large portion of the population is connected to smartphones that allow users to download applications that offer methods for patient education and materials. Additionally, (Gephart & Effken, 2013) claims that apps for mobile healthcare are available via apps stores or healthcare institutions.
The apps for healthcare can be generalized or customized. In generalized apps, users can get general details on various ailments as well as other health issues like eating habits and exercise. Information provided by the apps can vary from how to recognize the presence of a disease to the best way to manage it yourself. However custom apps are created by certain healthcare providers. So the patient could receive an app that has information specific to a particular condition (Gephart and Effken, 2013,).
A personal involvement with patient Technology in Education
With the shift in paradigms of methods of patient education in education, where technology is widely accepted in the field, it is highly likely that an expert will be exposed to the concept in the course of their duties or in the role of patient (Cassano 2017, Gephart & Effken, 2013).
One of the numerous experiences that affected me was when I provided care to a patient suffering from diabetes. The patient was female who was forty years old and receiving the treatment of Type 1 Diabetes. Although she had regular checkups with doctors, the major components of her treatment were custom-designed. Therefore, the patient required crucial details on what to do.
As a team of healthcare specialists, we came up with an individualized method using text messages to engage patients and provide treatment. Through texts, patients received crucial details, particularly regarding glucose monitoring as well as insulin administration, a healthy diet along with regular exercises. Additionally, the technology offered an important aspect of providing feedback via a bidirectional exchange. So, our team could continuously receive feedback from patients about their experiences and health status.
A major positive aspect of the interaction for the client was the individual quality of education and engagement. Research suggests that patients with individualized engagement have around 20% chance of positively influence their behavior and consequently, have better outcomes than those who receive general patient education (Gephart and Effken, 2013). In this regard, the patient involved in the study was positive about the techniques of engagement, as evidenced through her willingness to follow the treatment.
It is evident that education and information are crucial to improving the experience of patients and improving healthcare outcomes. Utilizing technology to enhance patient education is essential because of its efficacy. Thus, technology for patient education is an important element that can have a significant impact on the healthcare delivery.
The aim of technology for patient education is to increase the degree of engagement by patients in the delivery of healthcare. It is evident that implementing technology can help make the process of instruction more effective and efficient. This article provides an excellent illustration of how patient education could be improved by education. Relevant material from the library has been utilized to find examples of technology for patient education. For example, mobile phone apps can be used to provide relevant facts to patients. Furthermore, my I share my personal experience with you about how I have experienced the application of technology to improve the field of patient education as well as engagement. Based on my personal experiences, it is evident that technology to educate patients is an integral part that is part of healthcare.
The information in this article will profoundly affect my nursing practice in many ways. For instance, I’ll take a keen interest in patient involvement and education by using appropriate technology.