[Knowing the patient's representations in order to optimize the educational project].
OBJECTIVE
To determine if this educational care meets the needs of the patients.


OBJECTIVE
To show that to know the representations made by the patient on his disease, his health and on his educational needs allows to define with him a programme of adapted accompaniment and to reduce the risk of ineffective care of his therapeutic programme.


METHODS
7 interviews of patients were carried out before their integration in an educational process, in three different medico-surgical specialities, with the condition that the latter offer to the patients a formalized educational process. An interview of each of the 3 people in charge or referent of the educational unit was also carried out to understand the educational care proposed to the patients. The grid of interview of the patient used original techniques of expression, and aimed at investigating the representations of the patient on his disease, his health and his educational needs.


RESULTS
The 3 services in which the interviews of the patients took place present 3 different educational structures of care: the first one has a profile of "psycho-pedagogical" educational care, the second, a profile of "psychological" type and the third, a profile of "educational" type. They thus propose different tools of educational care. The exploration of the representations of the patients shows that the latter have a groundless vision of the disease and of health within our hospitals which are "health promoters" today. Their educational needs are finally very far from their pathology, and thus from the medical field. They both take root in their personality and in society. Consequently, the 3 aforesaid educational structures are only very partially adapted to the needs of the patients. The educational optimal care of the patient can only be realized "tailor-made" to every patient, in a relation of collaboration between the health professionals and the patients. Finally, it must come largely outside the hospital.


CONCLUSIONS
The educational care of the patient turns out much wider than the simple sanitary framework, consequently, besides a necessarily multiprofessional and interdisciplinary teamwork it requires to show creativity and open-mindedness in comparison of various points of view, to modify as health professional our representations of the disease, of health and of the educational needs of the patients.
Robin-Quach
Patricia
P
D000328:Adult; D001249:Asthma / Q000523:psychology; D004328:Drive; D015658:HIV Infections / Q000523:psychology; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D017145:Models, Educational; D016294:Models, Nursing; D008960:Models, Psychological; D009042:Motivation; D020380:Needs Assessment / Q000458:organization & administration*; D009730:Nursing Assessment / Q000458:organization & administration*; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D010347:Patient Care Planning / Q000458:organization & administration; D010353:Patient Education as Topic / Q000458:organization & administration*; D010358:Patient Participation / Q000379:methods / Q000523:psychology; D012216:Rheumatic Diseases / Q000523:psychology; D011795:Surveys and Questionnaires