Consumer Centered Care

Running Head: MENTAL HEALTH EDUCATION

Consumer-Centered Mental Health Education

Joshua Mwangi

Date

MENTAL HEALTH EDUCATION 2

Patients who are capable of countering issues related to treatment participation that

speeds up recovery are probably consumers of health services. Patients are encouraged to be

consumers of health services so that they are able to direct their processes of recovery, get

equipped with knowledge concerning their mental condition and know a variety of treatment

options suitable for them. Patient-centered care mainly focuses on the health care needs of a

particular person or patient. It also focuses on ensuring patients participate actively in their care

(Bennetts, Cross and Bloomer, 2011). The physicians and other health care professionals

therefore cultivate a healthy relationship with patients that will enhance communication skills

with them which will further enable them to address their care needs efficiently.

The health care professionals are required to be advocates for their patients and provide

care which is not only efficient but safe also. Radiologic technologist’s consumer-centered care

involves principles like contrast media safety as well as a reasonably achievable concept

(ALARA). Patients should be in a position to receive full satisfaction of care, comply with

recommended lifestyle changes, and comply with treatment prescriptions for good outcomes and

cost-effective care through patient-centered care (Caldwell et al., 2010). Mental health education

involves dissemination of dependable information concerning health state of mind. Mental health

education helps in improving the mental conditions of patients suffering from depression.

Consumer-centered care is a care concern that responds and respects the values, beliefs,

and requirements of different consumers in the community. It aims at encouraging patient

participation in caregiving as well as family members or caregiver’s participation.

Communication is, therefore, their key principle in providing care to patients. Consumer-

centered care also supports patients through distributing information regarding skills,

experiences, and knowledge needed by a certain group of people for living in the community.

MENTAL HEALTH EDUCATION 3

The main goal of patient and family-centered care is to fulfill the requirements of patients as well

as their family in all facets of health care interaction (Chong, Aslani and Chen, 2013). The health

professionals and other health care providers are supposed to establish a relationship with

patients and families in order to effectively identify and ensure maximum patient satisfaction and

their preferences as guided by core values and competencies.

Receiving accurate information helps consistently with the recovery of depression in

various methods. Patient having depression condition need to be equipped with knowledge

which further helps in fostering teamwork and the patient will slowly adapt to living with the

condition. There are high chances for patients who clearly understand various treatments options

for him or her to effectively end up managing the condition as time goes. The patient is required

to not only understand the various options but also to participate actively in order to have better

outcomes (Creswell et al., 2011). When patients have good relationships with health care

providers they are likely to access any information they require and this contributes to treatment

satisfaction, better health outcomes of depression condition, pain control, signs and symptoms

resolution and other related functional or emotional status. Patients who are well equipped with

knowledge contributes to patient-provider relationship power and they are hence able to

differentiate or make a decision concerning the various medical options.

Consumers who actively contribute to their treatment tries to find more information

concerning their depression condition beyond what health care professionals provided them

through the internet or friends. Recent research shows that approximately 80% of patients with

depression condition seek further information regarding their health through the internet.

Although their training differs specialists such as peer support may provide a wealth of resources

and advice depending on their experiences. Those are some of the varieties of benefits associated

MENTAL HEALTH EDUCATION 4

with educating consumers for the purpose of enhancing a patient-provider relationship and

patient outcomes (Cleary et al., 2019).

The potential barriers are unlikely to act independently but tend to interact and influence

others. More understanding of various potential barriers of depression is vital especially for plan,

development, and implementation of interventions. Future longitudinal researches can assist to

clarify the connections of various barriers as they gradually change across life –span and

development of depression. The following are some of the potential barriers to the effective

education of patients with depression.

Stigma and discrimination are among the foremost potential barrier that deters patients

with depression from seeking treatment. At least two out of three people with depression do not

seek treatment and this creates high chances of suicide. Recent studies revealed that most

patients with depressive conditions fear to discuss their conditions with anyone (Kates,

McPherson-Doe and George, 2011). This likely leads to under treatment and the risks of

committing suicide. The effects of stigma brought by the society can be severe, lead to low

esteem, concealment of symptoms, reduced opportunities, shame and low motivation of seeking

help.

Stigma and discrimination are also likely to spread to family members. Family members

tend to have low self-esteem and more conflicts with the affected member of the family. Such

families may also try to conceal any behavior associated with depression in order to avoid

embarrassments that come along with it from society perception. If their family member commits

suicide as a result of depression, the other members suffer grief, experience pain, and isolation

from other people in the community.

MENTAL HEALTH EDUCATION 5

Financial constraints are also among the major potential barriers. Approximately 60% of

people having depression are worried to seek health treatment due to their financial problems.

Economic analysts argue that most of the times users are sensitive to price thus, usage falls as

cost rise while usage increases if there are better insurance coverage (Mitchell and Golden,

2012). Increases of co-payments of depressive mental conditions are associated with minimum

access. The demand for depressive mental services is more sensitive to price compared to other

health services. The health insurance is, therefore, major determinants of availability and

affordability of health care services which can be accessed through public or private sectors.

Depressed patients with no health care coverage are likely to experience more barriers, delay in

finding assistance and more unmet requirements.

Managed care involves various approaches for organizing, providing or paying for health

care services. Managed care has gradually evolved from obscurity to improved access of care by

reducing costs associated, promoting organizational linkages, minimizing inappropriate usage,

relying on clinical guideline practices for standardized care and enforcing prevention and

primary care. Managed care, however, have barriers such as poor quality of care, under-

treatment, and disruption in the connection of clinician-patient relationships (Marcus, 2014).

Addressing the barriers outlined above will require the health care systems to be

redesigned. The foundation of the health care system includes health care professionals who

should be key while redesigning. The skilled health care professionals are therefore required to

prepare by having a common goal and vision across the professional centered that aims at

satisfying the needs of a patient. All health care specialists need to be educated so that they are

able to deliver patient-centered care as being part of an interdisciplinary group, enforce on

evidence-based practice, informatics as well as quality improvement strategies. The following

MENTAL HEALTH EDUCATION 6

are some of the skills and competencies that all health care professionals should possess

regardless of their discipline to catch up with the current health care system.

They are required to provide patient-centered care through recognizing, respecting and

caring for their patient’s diverse values, expressed requirements and preferences (Raitakari et al.,

2015). They should also be in a position to relieve pain and suffering, ensure continuous care,

inform and communicate with patients and educate them. They can further enhance patient-

centered care through the promotion of healthy lifestyles, wellness and always advocating

disease preventions. They should be able to work in interdisciplinary groups to enhance

continuous and reliable care through cooperation, communication, coordination and integration

of care in the groups. They should be in a position to implement evidence-based practice through

the integration of clinical expertise and consumer values for optimum care and contribute to the

education and researching of various activities to the extent feasible.

In the application of quality improvement, health professionals need to know how to

identify errors in care, understand and put into practice the main safety design principles like

standardization and simplification in relation to consumer and community requirements. They

should also be in a position to design and implement interventions to systems of care and change

processes with the aim of ensuring continuity of improved patient care.

From the findings, the medical caretakers can utilize the above discoveries especially in

their daily interactions with patients having depressive conditions (Kates, McPherson-Doe and

George, 2011). While attending to the problems of such patients, they should consider impacts

that might occur. The basic work of them is to advance snappy recovery of patients with

depressive conditions which can only be accomplished through training. The medical attendants,

on the other hand, gets the opportunity to clearly understand the various boundaries to relieve

MENTAL HEALTH EDUCATION 7

pain and suffering, ensure continuous care, inform and communicate with patients and educate

them. There are many barriers hindering the accomplishment of mental health care but this

should not obstruct the nurses from performing mental health care especially for patients with

depression condition.

Patient-centered care is currently important in ensuring patients receives a high-quality

standard of medical as well as nursing care. There are however potential barriers to the effective

education of patients with depression conditions that make patient-centered care hard to put it

into practice. Some of such barriers include stigma, poor services, and cost which are known to

make patients be non-adherent to treatment. It is therefore important for health care professionals

to make efforts of designing and implementing training programs mainly for the purpose of

patient-centered care process among all other health care teams and especially the nursing staffs.

MENTAL HEALTH EDUCATION 8

References

Bennetts, W., Cross, W., & Bloomer, M. (2011). Understanding consumer participation in

mental health: Issues of power and change. International journal of mental health

nursing, 20(3), 155-164.

Caldwell, B. A., Sclafani, M., Swarbrick, M., & Piren, K. (2010). Psychiatric nursing practice &

the recovery model of care. Journal of psychosocial nursing and mental health

services, 48(7), 42-48.

Chong, W. W., Aslani, P., & Chen, T. F. (2013). Shared decision-making and interprofessional

collaboration in mental healthcare: a qualitative study exploring perceptions of barriers

and facilitators. Journal of Interprofessional Care, 27(5), 373-379.

Creswell, J. W., Klassen, A. C., Plano Clark, V. L., & Smith, K. C. (2011). Best practices for

mixed methods research in the health sciences. Bethesda (Maryland): National Institutes

of Health, 2013, 541-545.

Cleary, M., West, S., Arthur, D., & Kornhaber, R. (2019). Change management in health care

and mental health nursing. Issues in Mental Health Nursing, 1-7.

Kates, N., McPherson-Doe, C., & George, L. (2011). Integrating mental health services within

primary care settings: the Hamilton Family Health Team. The Journal of ambulatory care

management, 34(2), 174-182.

Mitchell, P., & Golden, R. (2012). Core principles & values of effective team-based health care.

National Academy of Sciences.

MENTAL HEALTH EDUCATION 9

Marcus, C. (2014). Strategies for improving the quality of verbal patient and family education: a

review of the literature and creation of the EDUCATE model. Health Psychology and

Behavioral Medicine: An Open Access Journal, 2(1), 482-495.

Raitakari, S., Saario, S., Juhila, K., & Günther, K. (2015). Client participation in mental health:

shifting positions in decision-making. Nordic Social Work Research, 5(1), 35-49.

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