Health Intelligence & Consultation

APPROACH health intelligence & consultation

When developing a therapeutic model of care, health intelligence and literacy are

critical for success. A unified approach to care equals the best result where teachers, interventionists, students and parents are working toward goals. Goal setting is critical. The Guide to Physical Therapist Practice recommends that therapists should identify the patient’s goals and objectives during the initial examination in order to maximize outcomes. (Baker, 2001) Studies support higher outcomes with

participant involvement in goal setting. In therapeutic model,

this is the parent and the student. The more they are both involved the greater the engagement in the process.

A significant challenge is parental alignment and

understanding creating the continuum of care. Sometimes it’s not possible to do everything that schools can do. There are outside factors that prevent the same level of care. It is critical that care can be maintained. Health information can be confusing even for those with advanced literacy skills. It’s easy for those of us working in health care to forget that we speak our own language that patients can’t always easily understand. Most of us can recall times when we believed that we shared information with a patient and family member or caregiver and assumed they understood our instructions, only to later discover confusion or misunderstanding (Federico, 2014). Economics play a significant role. Affordability can be an issue.

To optimize care, health literacy is as important for care givers

as it is for the parents and students. To bridge the gap between the medical and care information provided and its implementation, we need professionals who are able to speak the language and understand the culture of their students. (Dr. Benjamin, 2010). In that, goal setting needs to be understood and easily achieved. Simple language is necessary.

Architectural Implications

• Areas for consultation & parent education • OT / PT spaces & courtyards have small challenges such as ramps, textures, level changes as easily achievable goals.

Figure 29

Key Points

• The more students and parents are engaged in the goal setting, there is a greater probability of success – it becomes more bespoke to the individual resulting in greater ownership.

The student and families have greater engagement and feel a better sense of purpose.

• The more frequent the consultation and communication, the better the results.

• Much of this can occur online as that has become more effective for working parents.

• Better engagement in goal setting often trends toward better behavior in class and better teacher morale.

• Greater understanding of homework/classwork assignments for parents which helps to reduce at-home stress.

• Goal-setting time frames have to be realistic but also have to be flexible to deal with real life situations. The more students and parents are knowledgeable of the underlying conditions and what to look for, there is a better ability to address triggers.

This will lead to more proactive medicine and responses in lieu of reactive response.

• Often, the parents have cultural barriers and/or their own education issues and have not been communicated successfully in private by medical professionals to help the student be successful in treatment/therapy.

Figure 30

• The more sharing of information leads to making better choices and helps teachers/counselors to help specific tasks as the student is better able to advocate for themselves.

• Better health literacy leads to better prioritization of goals.

• Better health literacy leads to the ability of “Teach-Back” moments where the student can lead discussion on their needs and goals.