Nader P R
Prev Med. 1985 Nov;14(6):688-701. doi: 10.1016/0091-7435(85)90067-2.
Patient education within the pediatric-care setting can be defined as any combination of planned learning experiences designed to facilitate adaptations of behavior conducive to health. It is directed both toward patients and toward significant adult caretakers in the child's environment. Additionally, health promotion and health education outside of the patient-care setting are required to promote child health. These efforts include legislation directed toward environmental hazards as well as community- and school-based health education programs. Although educating children and their parents is a routine part of pediatric health care, patient education efforts often reflect poorly applied principles of learning. Social learning theory provides useful constructs that can serve as a basis for developing, implementing, and evaluating pediatric patient education. These constructs focus attention on environmental influences on the learner, the role of modeled behavior for health outcomes in children, and the key concepts of perceived self-efficacy and family and social support.
儿科护理环境中的患者教育可定义为旨在促进有利于健康的行为适应的任何有计划学习体验的组合。它既针对患者，也针对儿童环境中的重要成年照顾者。此外，还需要在患者护理环境之外进行健康促进和健康教育，以促进儿童健康。这些努力包括针对环境危害的立法以及社区和学校健康教育计划。虽然教育儿童及其父母是儿科医疗保健的常规组成部分，但患者教育工作往往反映出学习原则应用不当。社会学习理论提供了有用的概念框架，可作为制定、实施和评估儿科患者教育的基础。这些概念框架将注意力集中在环境对学习者的影响、榜样行为对儿童健康结果的作用以及自我效能感、家庭和社会支持等关键概念上。
