The principle on which patient education revolves is dependent on three interrelated premises. The first is that the family plays a fundamental part in the recovery of patients and their families; thus the educational emphasis in patient education. The second is that family influences the success or failure of the patient in recovery; thus family education should be given equal weight to other forms of patient education such as therapeutic communication or occupational therapy. The third is that we must treat the whole person, an individual with all his/her distinctive personality and characteristics.
To answer this question: we need to examine each of the above mentioned premises. We know that the family plays a fundamental role in the recovery of patients because it provides emotional support, guidance, and solace for the patient. At the same time, the family is responsible for providing emotional comfort and support and is also involved in the patient’s everyday activities. Hence, the family has a key role in patient education.
In addition to this, the family has an influence on the overall development of the patient, including his/her physical, mental, social, and spiritual development. It is worth noting that the recovery of a patient relies almost entirely on the extent and quality of the social network he/she maintains. Thus, even after the patient has become well, the family members continue to play a crucial role in the patient’s recovery.
The third premise on which the question: “which principle pertaining to the role of family in patient education is most accurate?” is based on the assumption that we must treat the whole person. This assumption is not new. The Social Scientists have been emphasizing this proposition since the beginning of human history. According to them, human beings are individualistic, incomplete and self-sufficient. They argue that one must integrate all of one’s relationships and activities in order to become a complete being.
According to this view: we must take care of the patient mentally, emotionally, physically, spiritually, and socially. This view also argues that we should incorporate the entire person in our efforts to provide patient education. By doing so, we will be able to address the three central issues on which patient education is based the physical, emotional and social nature of a human being, as well as the interdependence among these three entities.
The fourth assumption on which the question: “which principle regarding the role of family in patient education is most accurate?” is based on the assumption that family members can support each other. According to this view, if the family values are respected and supported by the patient and his or her family members, then the patient will be willing to work to achieve the family values. On this assumption, there would be an improvement in the patient’s attitude towards family members and toward his or her health care professional. The patient would be more willing to follow doctor’s orders, even when those orders conflict with what the patient thinks and believes in his or her heart.
Family members who value their spouse and children’s welfare will be more willing to work to provide those wants and needs and to follow doctor’s directives.