Ch 14: Health Promotion and Education

Question 1

occurs when the recipient receives the knowledge and skills.

Answer 1

learning

Question 2

designed activity aimed at helping clients to change their knowledge, attitudes, and skills in a topic.

Answer 2

education

Question 3

“measurable” behavior change that shows client behavior change

Answer 3

change

Question 4

why do nurses provide people with health information

Answer 4

so they can improve their decision making abilities and change their behaviors

Question 5

essential to learning in health education.

Answer 5

repetition

Question 6

what can make things hard to remember

Answer 6

stress

Question 7

adults are motivated to learn when:

Answer 7

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

Question 8

three domains of education

Answer 8

cognitive
affective
psychomotor

Question 9

Domain: knowledge, comprehension, application, analysis, synthesis, evaluation.

Answer 9

cognitive

Question 10

Domain: enthusiasm, attitudes, beliefs, interest, values, emotional state.

Answer 10

affective

Question 11

Domain: ability, sensory image to carry out skill, opportunities to practice

Answer 11

psychomotor

Question 12

factors included in cognitive domain

Answer 12

1. recall data
2. understand
3. apply
4. analyse
5. synthesize
6. evaluate

Question 13

factors included in affective domain

Answer 13

1. receive
2. respond
3. value
4. organize personal value system
5. internalize value system

Question 14

factors included in psychomotor domain

Answer 14

1. imitation
2. manipulation
3. develop precision
4. articulation
5. naturalization

Question 15

the education process

Answer 15

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

Question 16

TEACH pneumonic

Answer 16

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

Question 17

teach back main components

Answer 17

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

Question 18

effective educator skills

Answer 18

1. Gain attention of the learners
2. Tell the learners the objectives of instruction.
3. Stimulate recall of prior learning.
4. Present the essential material.
5. Help learner apply the information to their lives and situations
6. Encourage learners to demonstrate what they have learned*
   Teach-back
   ACTS
7. Provide feedback.

Question 19

educator related barriers to learning

Answer 19

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

Question 20

The client may not bother to read written materials if they can’t read it.

Answer 20

low literacy

Question 21

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.

Answer 21

health literacy

Question 22

Health Promotion Model: The Health Belief Model
Individual level
what motivates and individual to do something

Answer 22

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.

Question 23

technology in health education

Answer 23

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.

Question 24

short term evaluation

Answer 24

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.

Question 25

long term evaluation

Answer 25

Assessment over time to determine if learning objectives have been met. The goal is typically to evaluate health education program efficacy at the population level

Question 26

health education for community groups

Answer 26

Nurses often provide health education to formal and informal groups.
Community groups represent the collective interests, needs, and values of individuals; they provide a link between the individual and the larger social system.
Group support often helps people to make needed changes for health. Decreases stress and anxiety, which increases memory, especially for elderly and cognitively disabled.

Question 27

reality norms

Answer 27

Group interpretation of their reality (vaccine hesitancy).

Question 28

norms that combine to form “group culture”

Answer 28

task
maintenance
reality

Question 29

role structures

Answer 29

define the expected ways in which members behave toward one another – each role contributes to group purpos

Question 30

leadership

Answer 30

Behaviors that guide or direct members and influence group action, productivity, satisfaction (patriarchal, democratic)

Question 31

choosing groups for health change

Answer 31

Health behavior is influenced by the groups to which people belong.
Groups who will support an individual’s health changes are unavailable to some people because of their social or emotional isolation.
Choosing groups for health change: Established groups and Selected Membership groups.

Question 32

conflict and communication skills

Answer 32

Conflict is normal. Can help group figure out how to work toward their purpose.
You can help groups to clarify the steps they need to take toward their goals and strategize how they can accomplish these steps.
Help the group to communicate well: Listen to others without bias, respect others’ point of view, promote the expression of diverse opinions and perspectives.
Evaluate group progress and assist group staying on track.