Patient, Caregiver, and Staff Education / Prevention
Teach in a way that can be repeated
Adult learners retain information that is relevant, concrete, and delivered in small amounts. Use plain language, short sessions, and written or pictorial reinforcement at an appropriate reading level. Screen for health literacy, vision, hearing, dexterity, cognition, culture, and language; use a trained medical interpreter rather than a family member. Ask about cost, transportation, and who will actually perform the care at home.
Core content
For pressure injury prevention: reposition at least every 2 hours in bed and shift weight about every 15 minutes in a chair, inspect skin daily, keep skin clean and dry, avoid massage over bony prominences, use an appropriate support surface, float the heels, avoid dragging and shearing, and maintain protein and fluid intake. For venous ulcers: daily compression, elevation, exercise, and skin care. For diabetic foot: daily inspection including the soles with a mirror, proper footwear, no barefoot walking, moisturizing but not between the toes. Everyone needs to know when to call: fever, spreading redness, worsening pain, new odor, changing drainage, or black tissue.
Verify, then document
Teach-back means the learner restates or demonstrates the skill in their own words or actions. Document exactly what was taught, by whom, the learner response, and materials provided. Never chart "patient understands" without evidence of a return demonstration, particularly for dressing changes, compression wrapping, and offloading.
Staff education
Competency validation for staging, dressing selection, and support surface choice, reinforced by in-services, skin rounds, and audit feedback, keeps practice consistent.
Rule of thumb
If the learner cannot show or say it back, education has not been verified, no matter how many handouts were given.