# data[].attributes.attachment_link.title
Brain based strategies for clients with chronic pain

# data[].attributes.headline
This study is an example of active learning in chronic pain group education intervention.

# data[].attributes.subject
This study is an example of active learning in chronic pain group education intervention.

# data[].attributes.attachment_link.title
Assessing outcomes of educational videos in group visits for patients with chronic pain at an academic primary care clinic

# data[].attributes.body
All clients with chronic pain need to "prove" their condition. However, women minorities and low-income backgrounds often report increased hardships as part of their chronic pain story. The following articles demonstrate some of these challenges that need to be considered in the client's learner profile.

# data[].attributes.attachment_link.title
Gender bias in chronic pain health services

# data[].attributes.headline
This article discusses the advantage of using careful observation to aid chronic pain assessment, as the learner profile in this column suggests.

# data[].attributes.subject
This article discusses the advantage of using careful observation to aid chronic pain assessment, as the learner profile in this column suggests.

# data[].attributes.attachment_link.title
Theoretical Considerations for chronic pain rehab- using clinical observetion

# data[].attributes.headline
Connections between pain and low health literacy. 

# data[].attributes.subject
Connections between pain and low health literacy. 

# data[].attributes.attachment_link.title
Health literacy, pain intensity and pain perception in patients

# data[].attributes.body
contains many resources, including building a new health literacy program and other existing programs.

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.readable_text
Welcome to CDC's health literacy website. This site is for health communicators, public health professionals, and community leaders who seek information and tools on health literacy research, practice, and evaluation.

We aim to bring you timely information about the work of CDC and other organizations to improve health literacy. CDC's work aligns with the goals and strategies of the National Action Plan to Improve Health Literacy, CDC's Action Plan to Improve Health Literacy and the federal Plain Writing Actexternal icon .

Sign up for our weekly health literacy updates. Please visit us often and let us know what information you'd like to see on the site.

# data[].attributes.attachment_link.description
Welcome to CDC's health literacy website. This site is for health communicators, public health professionals, and community leaders who seek information and tools on health literacy research, practice, and evaluation. We aim to bring you timely information about the work of CDC and other organizations to improve health literacy.

# data[].attributes.headline
The official guidelines for pain language communication 

# data[].attributes.subject
The official guidelines for pain language communication 

# data[].attributes.body
this is a recommended tool when building a low literacy resource for clients.

# data[].attributes.attachment_link.title
plainlanguage.gov | Federal plain language guidelines

# data[].attributes.attachment_link.description
The official writing guidelines for the Plain Writing Act of 2010.

# data[].attributes.headline
The constructivism learning theory and possible applications to pain education 

# data[].attributes.subject
The constructivism learning theory and possible applications to pain education 

# data[].attributes.attachment_link.title
The Constructivism learning theory in chronic pain education

# data[].attributes.body
This article presents a learning theories base for virtual reality as part of a medical-educational intervention; this may be a useful supplement for clients with chronic pain due to virtual reality's analgesic effect.

# data[].attributes.attachment_link.readable_text
Immersive technologies such as virtual reality (VR) and augmented reality (AR) have seen a recent explosive evolution of applications for medical education. It is now becoming practical to incorporate this technology to teach nursing, medical, and other health professions students. This continues a long tradition of experiential training. While incorporating new technology is exciting, it is important to understand the educational theory behind its implementation to create the best curriculum for students. Core educational theories that have shaped current simulation-based curriculums include behaviorism, constructivism, social-constructivism, and experiential learning (McGaghie 2018).

One of the earliest education theories, behaviorism describes how students' respond and adapt to their environment. For a pure behaviorist, the focus is on what students do, and not how they think or feel (Kay, 2016). This theory is teacher centered. Teachers control the environment, identifying appropriate rewards and/or punishments to reinforce desired behaviors. While modern educational theory has certainly moved beyond pure behaviorism, it has had lasting contributions on educational framework including direct teaching, role of incentives and rewards, the importance of clarifying learning objectives, and behavior management (Kay, 2016).

Constructivist learning theory sees knowledge as subjective and actively constructed as learners engage with, and make meaning of, their lived experience (Kay, 2016). Instead of knowledge being an objective fact that the teacher holds and shares with the learner, constructivists believe knowledge is subjective. The learner builds their knowledge through subjective experiences and in the context of previous life experiences. This paradigm shift to contructivist learning theory was in large part due to Jean Piaget's research on children's cognitive development. Teaching strategies include more student-centered instruction designed to engage students in constructing their own personal knowledge. Lessons are designed to take place in real-world situations where students are presented with complex problems. Social constructivism takes this idea further to say that students live in a social context that guides their perspective, learning in the context of their lived experiences in society.

Another learning theory put forth by Kolb and Fry is the experiential learning cycle. Building on previous theories, they explained that learning happens in a continuous loop from concrete experiences, to reflective observation of experiences, to formation of abstract concepts, to testing new concepts, which make more concrete experiences. Students can enter the cycle at any point, and this process can happen quickly or over time (Kolb, 1984).

The foundational learning theories have influenced modern healthcare education. Most programs have moved to providing students with early clinical exposure, with the intent that this real-life experience will provide a student-centered, rich learning environment. However, putting learners in a real clinical environment can lead to errors affecting patient care. These less controlled environments may also leave opportunity for inappropriate student stress and trauma that could have negative learning consequences.

To balance these challenges of experiential learning in a clinical setting, simulation-based learning gives students exposure to real-life experiences without the risks of patient harm. Simulation learning has been shown to enhance transfer of learning, specifically allowing students to take on the roles of what will be expected of them in practice (Miles, 2018). Until recently, manikin-based simulation was the most common available option for high fidelity, realistic simulation. But now with the technological advances in VR and AR, immersive technologies can augment or replace manikin-based simulation to provide an engaging and interactive real-life experience (Izard, 2018; Kyaw, 2019; Ellington, 2019; Sapkaroski, 2019).

Read more: Helpful Resources for Understanding Virtual Reality Simulations and Application in Nursing Education

Immersive technology provides many advantages over more traditional types of simulation. The most pressing advantage in our times is the ability to host remote learning activities. Many immersive platforms allow the educator and students to be in real-life separate spaces, while still participating in the same virtual simulation. Scenarios can also broadcast in real-time to a larger student audience who can participate through observation. Remote learning also gives the opportunity to invite expert guest educators. For instance, a nationally renowned cardiology educator could serve as a remote moderator for an ACLS simulation. Immersive technologies also allow for more control over the development of scenarios. For instance, the educator can decide the amount of visual realism needed to teach a specific topic. They can design the cases to be fully immersive or partially immersive to allow for hints or other guidance through a case. There is also the ability to program cases to run with a moderator to guide case flow, or instead allow the student to play through the scenario like a video game without a moderator. This can allow for a wide range of case complexity. Educators could design either basic scenarios students complete asynchronously, or instead develop highly complex scenarios with dynamic case flow and multiple potential outcomes.

For educators considering implementing immersive technologies, first consider a few basic principles. Most importantly, set out clear learning objectives. Once established, determine if virtual reality is the right technology to help teach these learning objectives. The best applications of this technology leverage the unique strengths of VR such as the ability to provide remote learning or increased visual realism. Also consider the practical application of the technology during the learning activity, such as if students will complete the scenarios individually or in groups and how to include extra students that cannot actively participate in the scenario. Careful planning that is grounded in clear learning objectives before implementation will allow the technology implementation to be successful.
References
Ellington, D. R., Shum, P. C., Dennis, E. A., Willis, H. L., Szychowski, J. M., & Richter, H. E. (2019). Female Pelvic Floor Immersive Simulation: A Randomized Trial to Test the Effectiveness of a Virtual Reality Anatomic Model on Resident Knowledge of Female Pelvic Anatomy. Journal of Minimally Invasive Gynecology, 26(5), 897-901. https://doi.org/10.1016/j.jmig.2018.09.003

Izard, S. G., et al. (2018). "Virtual Reality as an Educational and Training Tool for Medicine." J Med Syst 42(3): 50

Kay D, Kibble J. Learning theories 101: application to everyday teaching and scholarship. Adv Physiol Educ. 2016 Mar;40(1):17-25. doi: 10.1152/advan.00132.2015

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall

Kyaw, B. M., Saxena, N., Posadzki, P., Vseteckova, J., Nikolaou, C. K., George, P. P., ... Tudor Car, L. (2019). Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration. Journal of Medical Internet Research, 21(1), e12959. https://doi.org/10.2196/12959

McGaghie WC, Harris IB. Learning Theory Foundations of Simulation-Based Mastery Learning. Simul Healthc. 2018 Jun;13(3S Suppl 1):S15-S20. doi: 10.1097/SIH.0000000000000279. PMID: 29373384

Miles DA. Simulation Learning and Transfer in Undergraduate Nursing Education: A Grounded Theory Study. J Nurs Educ. 2018 Jun 1;57(6):347-353. doi: 10.3928/01484834-20180522-05. PMID: 29863735.

Sapkaroski, D., Baird, M., Mundy, M., & Dimmock, M. R. (2019). Quantification of Student Radiographic Patient Positioning Using an Immersive Virtual Reality Simulation. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 14(4), 258-263. https://doi.org/10.1097/SIH.0000000000000380

# data[].attributes.attachment_link.title
The Move to VR: Linking Theory to Practice - Elsevier Education

# data[].attributes.attachment_link.description
Immersive technologies such as virtual reality (VR) and augmented reality (AR) have seen a recent explosive evolution of applications for medical education. It is now becoming practical to incorporate this technology to teach nursing, medical, and other health professions students. This continues a long tradition of experiential training.

# data[].attributes.attachment_link.title
Teaching plan for clients with chronic pain

# data[].attributes.body
the hart of pain education interventions.

# data[].attributes.body
The following articles are examples of the effectiveness of combining pain education interventions with other active ingredients (physical activity and VR) to address the biopsychosocial aspects of chronic pain appropriately.

# data[].attributes.attachment_link.title
The effectiveness of pain neuroscience education combined with manual therapy and home exercise for chronic low back pain

# data[].attributes.attachment_link.title
Pain education utilizing virtual reality

# data[].attributes.headline
This source contains an English translation of some fundamental rights for all clients in the Israeli system.

# data[].attributes.subject
This source contains an English translation of some fundamental rights for all clients in the Israeli system.

# data[].attributes.attachment_link.readable_text
The Patient's Rights Law defines the rights of the patient and the obligations on medical care providers (including hospitals, clinics, doctors, nurses and other medical professionals). In this portal you will find information on rights such as the right to medical confidentiality, the right to physical autonomy, the right to refuse medical treatment and others.

Please note: In the Hospitals - In-Patient and Out-Patient Clinics portal you will find additional and more specific information regarding your rights vis a vi the medical system as well as information on proceedings that are important to know about

# data[].attributes.attachment_link.description
The Patient's Rights Law defines the rights of the patient and the obligations on medical care providers (including hospitals, clinics, doctors, nurses and other medical professionals). In this portal you will find information on rights such as the right to medical confidentiality, the right to physical autonomy, the right to refuse medical treatment and others.

# data[].attributes.headline
This source is the full federal Israeli law in Hebrew.

# data[].attributes.subject
This source is the full federal Israeli law in Hebrew.

# data[].attributes.attachment_link.readable_text
חוק זכויות החולה, התשנ"ו-1996 נחקק באמצע שנת 1996, ומטרתו (הכתובה בס' 1 לחוק) היא לקבוע את זכויות האדם המבקש טיפול רפואי או המקבל טיפול רפואי ולהגן על כבודו ועל פרטיותו. החוק בא להסדיר את מערכת היחסים בין הצוות הרפואי למטופלים והוא מהווה את הבסיס החוקי לזכויותיהם של המטופלים. הוראות החוק חלות על כל אדם (ולא, למשל, רק על תושבי או אזרחי ישראל), המבקש או המקבל טיפול רפואי, ושמות דגש מיוחד על כבוד האדם שלו, ועל פרטיותו.

חוק זכויות החולה, התשנ"ו-1996

עיקרי זכויות המטופל על פי החוק

הזכות לטיפול רפואי - כל אדם הנזקק לטיפול רפואי זכאי לקבלו (בכפוף להסדרים הקיימים במערכת הבריאות בישראל, כגון אלה הקבועים בחוק ביטוח בריאות ממלכתי).

הזכות לקבל טיפול רפואי דחוף במצב חירום ללא התניה.

הזכות לקבל טיפול ללא הפליה, מטעמי דת, גזע, מין, לאום, ארץ מוצא, נטיה מינית, גיל (בסייגים), או מסיבה אחרת בדומה.

הזכות לקבל טיפול רפואי נאות (מקצועית, וגם מבחינת יחסי האנוש).

הזכות לקבלת פרטי המטפל - קבלת מידע בדבר זהותו ותפקידו של כל אדם המטפל במטופל.

הזכות להשיג, ביוזמת המטופל, דעה נוספת לענין הטיפול בו ולקבל לשם כך סיוע בכל הדרוש למימוש הזכות.

הזכות להמשך טיפול נאות וסיוע מהמוסד הרפואי והמטפל כדי להבטיח זאת.

הזכות של חולה המאושפז בבית חולים לקבל מבקרים בזמנים שנקבעו לכך.

הזכות להיבדק בחדר מיון על ידי רופא.

הזכות לקבל מידע על האבחנה והטיפול ולתת הסכמה מדעת לטיפול רפואי.

הזכות למנות בא כוח שיהיה מוסמך להסכים במקום המטופל לטיפול רפואי.

הזכות לקבלת מידע מהרשומה הרפואית והעתק של התיק הרפואי (עשוי להיות כרוך בתשלום).

הזכות להתלונן ולקבל ממצאים ומסקנות של בדיקת התלונה.

הגדרת מטפל על-פי החוק

על-פי סעיף 2 לחוק "מטפל" מוגדר כאחד מאלה: רופא, רופא שיניים, סטז'ר, אח/ות, מיילדת, פסיכולוג, מרפא בעיסוק, פיזיותרפיסט, קלינאי תקשורת, תזונאי-דיאטן, קרימינולוג קליני, פודיאטר, פודיאטר מנתח, כירופרקט, וכל בעל מקצוע שהוכר על-ידי מנכ"ל משרד הבריאות כמטפל בשירותי הבריאות.

עדכונים לחוק

תיקון מס' 4 התקבל ביום 02.03.2010 - התיקון הוסיף את איסור ההפליה מטעמי גיל, וקבע כי מטפל או מוסד רפואי לא יפלו בין מטופל למטופל מטעמי גיל, ואולם כאשר ההבחנה בין בני גילים שונים נדרשת משיקולים רפואיים, אין מדובר בהפליה.

חוק איסור הפליה מחמת גיל (תיקוני חקיקה), התשע"ד-2014 התקבל בכנסת ביום 07.07.2014 - החוק הוסיף לחוק זכויות החולה הטלת קנס על מי שמפלה מטופל מטעמי גיל.

נושאים וזכויות

חקיקה ונהלים

הרחבות ופרסומים

נוסח החוק באדיבות אתר נבו.

# data[].attributes.attachment_link.title
חוק זכויות החולה

# data[].attributes.attachment_link.description
חוק זכויות החולה, התשנ"ו-1996 נחקק באמצע שנת 1996, ומטרתו (הכתובה בס' 1 לחוק) היא לקבוע את זכויות האדם המבקש טיפול רפואי או המקבל טיפול רפואי ולהגן על כבודו ועל פרטיותו. החוק בא להסדיר את מערכת היחסים בין הצוות הרפואי למטופלים והוא מהווה את הבסיס החוקי לזכויותיהם של המטופלים.

# data[].attributes.body
An ethical guideline to all Occupational Therapy practitioners.

# data[].attributes.headline
brain-based earning strategies for chronic pain education

# data[].attributes.subject
brain-based earning strategies for chronic pain education

# data[].attributes.headline
Legal rights for learners in the Israeli health system. 

# data[].attributes.subject
Legal rights for learners in the Israeli health system. 

# data[].attributes.headline
Learner profile for clients with chronic pain

# data[].attributes.subject
Learner profile for clients with chronic pain

# data[].attributes.headline
A Theory guide for chronic pain education

# data[].attributes.subject
A Theory guide for chronic pain education

# data[].attributes.headline
Teaching plan for a chronic pain educational intervention

# data[].attributes.subject
Teaching plan for a chronic pain educational intervention

# data[].attributes.headline
From theory to practice: neuropsychology research and application on learning and pain

# data[].attributes.subject
From theory to practice: neuropsychology research and application on learning and pain