Post Archive by Month

Below you'll find a list of all posts from January, 2018

Aetonix

4 Chronic Conditions—and Their Coordination Challenges

Coordinating a patient’s care is never simple. But when more than one chronic disease is involved, the task becomes especially complex. If you’re a care coordinator, connecting clients to services to help manage their comorbid conditions is a big part of your job. Providing this support is about more than understanding chronic diseases individually. It means cultivating extensive knowledge on

Aetonix

5 Challenges for Complex Care Coordinators in Rural Areas

Care coordination is a difficult job under any circumstances. That said, working in rural areas can be especially challenging. Complex patients living outside of city centers face the same health issues as their urban counterparts. Unfortunately, their difficulties are often compounded by their distance from healthcare resources. If you’re a rural care coordinator, narrowing this distance is one of the

Communicating with Elderly

How to Help an Elderly Loved One—Without Being Intrusive

If you’re worried about an elderly loved one, your first instinct is probably to step in and help. But what happens when the person you care about doesn’t want your help? How do you contribute to the safety, health, and happiness of a family member who sees your efforts as invasive? It’s tough to balance, but often, finding out why

Communicating with Elderly

Signs Your Elderly Loved One Should Try a Communication App

Does your elderly loved one live alone? Do you sometimes worry? If so, you’re not alone. According to a recent survey, 83% of Canadian boomers would prefer to age at home. While it’s great that so many seniors want to remain independent, adult children often wonder how well their aging parents are coping. Luckily, technology has made it safer and easier for

COPD Education – Continuous Maintenance

Objective
To cover in depth all the necessary elements of self-management education as per the LWWCOPD, with priorities based on patient goals and identified treatable traits

Actors
Patient, Educator (Nurse, RT or Physician)

Timelines
A number of “Core” educational modules have been identified which cover the basic COPD education from the LWWCOPD program. Additionally, optional modules can be used to respond to patient needs. The timeline (frequency, number of modules to be covered at a given education session) is fully customizable, although we recommend to have education sessions every 2-weeks during the “active” phase of education. Once this is completed, the patient continues to the Maintenance Mode (see below).

Description

Launched at the onboarding protocol
Provide basic overview of COPD self-management based on LWWCOPD (medication adherence, inhaler techniques, PLB technique & energy conservation) up to the development of an Action plan for early exacerbation recognition and management.
Prioritize self-learning by the patient (e.g. watching videos, reading educational materials, completing homework) in addition to live sessions with the Educator. Educational materials are sent to the patient directly via the platform, and become the patient’s own library. The Educator can customize which “homework” the patient receives.
Educators have access to “User guides” to standardise their educational intervention. These user guides include: objectives, interventions, suggested questions, evaluation of self-efficacy, and learning contracts for each module.
Once the core education is completed, the patient can continue to the Respiratory Status Follow-up Workflow (run in parallel)

The Maintenance Mode

As soon as the maintenance mode is engaged, the frequency of visits Educator/Patient is reduced to once every 6 months.
During the Maintenance Mode sessions, the educator has access to all the education modules and can choose any piece of content that needs to covered with the patient.
A streamlined evaluation (similar to the initial eval.) is done during each “maintenance” visit to identify any substantial changes on the patient’s needs that will require some adjustment. The patient could come back to an “active” education mode (more frequent education sessions, e.g. every 2 weeks).