Ch 14: Health Promotion and Education Flashcards
occurs when the recipient receives the knowledge and skills.
learning
designed activity aimed at helping clients to change their knowledge, attitudes, and skills in a topic.
education
“measurable” behavior change that shows client behavior change
change
why do nurses provide people with health information
so they can improve their decision making abilities and change their behaviors
essential to learning in health education.
repetition
what can make things hard to remember
stress
adults are motivated to learn when:
They think they need to know something.
The new information is compatible with their prior life experiences.
They value the person(s) providing the information.
They believe they can make any necessary changes that are implied by the new information
three domains of education
cognitive
affective
psychomotor
Domain: knowledge, comprehension, application, analysis, synthesis, evaluation.
cognitive
Domain: enthusiasm, attitudes, beliefs, interest, values, emotional state.
affective
Domain: ability, sensory image to carry out skill, opportunities to practice
psychomotor
factors included in cognitive domain
- recall data
- understand
- apply
- analyse
- synthesize
- evaluate
factors included in affective domain
- receive
- respond
- value
- organize personal value system
- internalize value system
factors included in psychomotor domain
- imitation
- manipulation
- develop precision
- articulation
- naturalization
the education process
identify education needs
develop educational goals and objective
select appropriate deucational methods
consider age, gender, culture, developmental disabilities, or special learning needs
implement educational plan
evaluate educational process
TEACH pneumonic
Tune in – client needs assessment should lead you to the needed content.
Edit information – teach the most important information first, and be clear in your communication.
Act on teaching moments – a trusting nurse-client relationship enables these moments when it’s a good opportunity to provide education or repeat information.
Clarify often – get feedback from the client that ensures they understand the information correctly; clarify information during repetition.
Honor the shared decision making model – the client is your partner and they share responsibility for their learning – build on their experience
teach back main components
Caring tone of voice and attitude – non-shaming
Comfortable body language/eye contact
Plain language
Asking patient to explain back in own words
Non-shaming, open-ended questions
Avoiding yes or no questions
Taking responsibility for explaining clearly
Explaining again and re-checking for understanding
Reader-friendly materials to support teaching
Documenting use of teach-back
effective educator skills
- Gain attention of the learners
- Tell the learners the objectives of instruction.
- Stimulate recall of prior learning.
- Present the essential material.
- Help learner apply the information to their lives and situations
- Encourage learners to demonstrate what they have learned*
Teach-back
ACTS - Provide feedback.
educator related barriers to learning
Fear of public speaking
Lack of credibility with respect to topic
Limited professional experiences related to topic
Unable to deal with difficult people
Lack of knowledge about gaining participation
Lack of experience in timing presentation
Uncertain how to adjust instruction
Uncomfortable when learners ask questions
Doesn’t get feedback from learners
Not prepared for use of media equipment
Has difficulty with opening and closings
Overly dependent on notes
The client may not bother to read written materials if they can’t read it.
low literacy
The ability to find, understand, and use information and services to inform health-related decisions – They may not adhere to directions if they don’t think the information is important, they get contrary information from an unreliable source, or if the directions conflict with their cultural necessities.
health literacy
Health Promotion Model: The Health Belief Model
Individual level
what motivates and individual to do something
Perceived susceptibility: I’m not at risk for hypertension. I feel fine.
Perceived severity: It’s just high blood pressure. Doesn’t everyone have that?
Perceived benefits: Why do I have to take that pill if I have no symptoms? If client does not think it’s important, they will not ‘buy in’ to your instructions.
Perceived barriers: I won’t be able to remember to take this. I don’t want to get side effects from that pill. Won’t that medicine make me unable to have sex?
Cues to action: My friend just had a stroke from high blood pressure. My kids are telling me to take better care of myself. The pharmacy just called to remind me to pick up my high blood pressure medicine.
Self-efficacy: I set my phone alarm to remind me to take my pill. I want to be healthy and not have a stroke.
technology in health education
Use a variety of technology as tools to increase learning and learner control.
Learner controls pace of instruction.
Flexibility in time, location.
Engaging.
Can provide immediate feedback.
Aligns with learner preferences for instruction delivery.
Computer games, videos, internet, phone apps, etc.
Assess quality: Accuracy, authority, bias/objectivity, timeliness, coverage.
short term evaluation
To evaluate client’s performance of skill efficiently and correctly. Objectives are short term. If learning goals are not met, the nurse modifies the educational intervention to avoid the barrier to learning. If learning goals are met, then the nurse focuses on the long-term intervention goals.
