Chapter 25 Patient Education Flashcards
Join commissions Speak Up program
Helps patients understand their rights when receiving medical care Also tips to help patients become more involved in their treatment
SPEAK UP
Speak up if you have questions or concerns
Pay attention to the care you get and make sure it is the correct treatment
Educate yourself about your illness. Learn about medical tests and treatment plan
Ask a trusted family member or friend to be your advocate
Know which medicines you take and why you take them. Medication errors are the most common health care mistakes
Use a hospital, clinic, surgery center, or other type of health care organization that you have researched
Participate in all decisions about your treatment.
Intrapersonal variables
Attitudes
Values
Emotions
Cultural perspective
Knowledge
Domains of learning
Cognitive (understanding)
Affective (attitudes)
Psychomotor (motor skills)
Cognitive
Discussion
Lecture
Question and answer session
Role play
Independent project
Affective
Role play (allows expression of values, feelings, and attitudes)
Discussion of topics of interest
Psychomotor
Demonstration
Practice
Return demonstration
Independent projects
Cognitive learning: Blooms taxonomy
Remember: recognizing or recalling knowledge from memory
Understand: Constructing meaning from different types of messages or activities such as interpreting, classifying, summarizing, inferring, comparing, or explaining
Apply: Carrying out or using a procedure through executing or implementing
Analyze: Breaking materials or concepts into parts
Evaluate: Making judgements based on criteria and standards through checking and critiquing
Create: Putting elements together to form a coherent or functional whole
Affective learning
Deals with the expression of feelings and emotions and the development of values, attitudes, and beliefs
Psychomotor learning
Development of manual or physical skills
Motivation to learn
Is influenced by the belief of the need to know something.
Motivational interviewing
Counseling and educational technique focused on patient goals and is goal directed and patient centered
Is often successful with patients who are not motivated to change
Help patients resolve their ambivalence about adopting new self-care behaviors, develop some momentum, and believe that behavioral change is possible
Learning theory :
Cognitive Dissonance
Individuals desire consistency and willl make changes that gain consistency.
Example: patient faces stressors associated with myocardial infarction there a lifelong implications. The patient needs to change beliefs, values, attitudes, and values to gain consistency in life during recovery.
Learning theory:
Health belief model
A patient will perceive a certain susceptibility and severity of their disease.
Ex: have a patient who has an MI copes with illness will depend on all modifying factors. If the patient does not feel like they are threatened, then the patient might not be receptive to teaching.
Learning theory:
Transtheoretical Model of change
Model is used to define how individuals initiate change in their lives, progress through those changes, and process and maintain behaviors.
5 stages: precontemplation, contemplation, preparation, action, and maintenance
Learning theory:
Self-Efficacy
Model focuses on the patients belief in his or her own abilities to make and maintain changes and positive outcomes in the patients life. Based on self confidence
Ex: the patient who has MI is discharged home. The patient moves from self-doubt and anxiety to comfort and confidence in his or her abilities break down skills with the encouragement of others
Learning theories:
Health promotion
Model is based on the premise that characteristics and experiences of an individual affect actions specific to behaviors and in turn affect outcomes specific to behavior.
Ex: behaviors of a patient who has an MI is driven by prior health promotion behaviors, as well as personal factors.