Grueninger U J, Goldstein M G, Duffy F D
Department of Social and Preventive Medicine, University of Bern Medical School, Switzerland.
J Hypertens Suppl. 1989 May;7(3):S93-8.
Greater medical education of patients requires individualized strategies with improved efficacy and effectiveness. We present a model for interactive patient education that has grown from our clinical work with patients who have multiple cardiovascular risk factors. The model distinguishes five stages in the process of a patient's health behavioural change (awareness, intention, trial, implementation and maintenance), and it links each stage with one of five different types of educational intervention (information exchange, negotiating readiness to change, building instrumental skills, developing coping behaviour and enhancing social support). The model provides the framework for a structured approach to more useful and efficient patient education which defines specific tasks and skills to be taught, learned and practised in a systematic and consistent manner.
对患者进行更深入的医学教育需要采用具有更高效力和效果的个性化策略。我们提出了一种交互式患者教育模式，该模式源于我们与患有多种心血管危险因素的患者的临床工作。该模式区分了患者健康行为改变过程中的五个阶段（意识、意图、尝试、实施和维持），并将每个阶段与五种不同类型的教育干预之一联系起来（信息交流、协商改变意愿、培养工具性技能、发展应对行为和增强社会支持）。该模式为一种结构化方法提供了框架，以实现更有用和高效的患者教育，该方法以系统且一致的方式定义了要教授、学习和实践的特定任务和技能。
