BRAIN. Broad Research in Artificial Intelligence and Neuroscience
Volume: 16 | Issue: 1 Sup1
Education of Patients and Their Families to Manage Emotional Impact of Skin Scars
Abstract
Skin scars can have significant emotional and psychological effects on both patients and their families. Although the physical implications of scars are widely recognised, the psychological journey endured by individuals with scars often goes unnoticed. This study investigated how patient education influences psychological status and communication with healthcare providers to improve healthcare quality. We analysed the most efficacious educational and psychological support methods for patients with cutaneous scarring and the types of educational programs currently available. Scarring can lead to a variety of psychological symptoms, frequently resulting in diminished self-esteem. To alleviate psychological impacts and reduce the incidence of depression, it is essential to implement a comprehensive range of strategies. Educational initiatives, professional counselling, and therapeutic interventions can offer essential emotional support and assist individuals in managing their emotional responses to scars. Advancements in medical science have opened the door to various scar treatment options, yielding beneficial effects on an individual's psychological well-being. Promoting self-acceptance, exploring coping mechanisms, and building a support network can significantly aid in managing the depression risk associated with scars. The psychological impact can be particularly severe, with family members developing depression, anxiety, and posttraumatic stress disorders. Artificial Intelligence has the potential to enhance communication between doctors and emotionally fragile patients with trauma, offering both benefits and challenges. Educating patients and healthcare providers on the latest research findings on wound healing and scar revision can lead to more effective treatment strategies and improved patient outcomes.
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PDFDOI: http://dx.doi.org/10.70594/brain/16.S1/26