Chapter 3 Flashcards
A systematic process that is
scientifically based to promote
changes in the knowledge,
behavior, and attitudes of people,
groups, or communities.
Education
a process of
assisting people to learn healthrelated behaviors to achieve
optimal health and self-care.
Patient Education
Informal or formal deliberate act to
produce learning
Teaching
Internal individual behavior change
due to the acquisition of knowledge,
skills, and attitudes that can be
observed or measured.
Learning
Three Domains of Learning
Cognitive Domain (Knowledge)
Affective Domain (Attitudes)
Psychomotor Domain (Skills)
Three Domains of Learning
- Cognitive Domain (Knowledge) focus and progression
Mental skill development.
Simple to complex.
Three Domains of Learning
- Example: Teaching wound
assessment. Start with the basics of
healing and then introduce signs of
infection.
Cognitive Domain (Knowledge)
Three Domains of Learning
- Affective Domain (Attitudes) focus and key
Emotions, values, beliefs,
motivations, feelings.
Establish trust & understand
what is important to the learner.
Three Domains of Learning
- Example: Medication adherence for
blood pressure. Highlight risks and
leverage personal motivations (like
family).
Affective Domain (Attitudes)
Three Domains of Learning
- Psychomotor Domain (Skills) focus and requirements
Gross and fine motor skills
in sequence.
Intact
neuromuscular system & visual
demonstrations.
Three Domains of Learning
- Example: Learning to inject insulin.
Practice is key; provide praise &
encouragement.
Psychomotor Domain (Skills)
Adult Learning Principles (6)
Need to Know
Learner’s Self-Concept
Learner’s Life Experience
Readiness to Learn
Orientation to Learning
Motivation to Learn
Adult Learning Principles
- Adults require an understanding of
why a topic is relevant.
Need to Know
Adult Learning Principles
- Use experiences to highlight
knowledge gaps
Need to Know
Adult Learning Principles
- Adults are self-directed decisionmakers.
Learner’s Self-Concept
Adult Learning Principles
- Learning should offer options and
independence.
Learner’s Self-Concept
Adult Learning Principles
- Past experiences shape adult
beliefs and values
Learner’s Life Experience
Adult Learning Principles
- Emphasize experiential learning:
simulations, case studies, and
peer-group learning.
Learner’s Life Experience
Adult Learning Principles
- Offer information that’s relevant and
immediately applicable
Readiness to Learn
Adult Learning Principles
- Adults are driven by learning that
solves real-life problems
Orientation to Learning
Adult Learning Principles
- Internal motivations (like selfesteem) are stronger than external
ones (like job promotions).
Motivation to Learn
The Process of Adult Learning
- appraise physical and psychosocial needs
Assessment Nursing Process
The Process of Adult Learning
- develop care plan based on mutual goal setting to meet individual needs
Planning Nursing Process
The Process of Adult Learning
- carry out nursing care interventions using standard procedures
Implementation Nursing Process
The Process of Adult Learning
- determine physical and psychosocial outcomes
Evaluation Nursing Process
The Process of Adult Learning
- ascertain learning needs, readiness to learn and learning styles
Assessment Education Process
The Process of Adult Learning
- develop teaching plan based on mutually predetermined behavioral outcomes to meet individual needs
Planning Education Process
The Process of Adult Learning
- perform the act of teaching using specific instructional methods and tools
Implementation Education Process
The Process of Adult Learning
- determine behavior changes (outcomes) in knowledge, attitude, skills
Evaluation Education Process
The Process of Adult Learning (4)
Assessment
Planning
Implementation
Evaluation
Barriers to Teaching in the Critical Care
Environment (4)
• Critical illness and stress Prolonged illness
and stress
• Environmental stress
• Cultural and language differences
• Health literacy
Effective Teaching Strategies (6)
• Learning opportunities
• The family connection
• Verbal instruction and teach-back
• Educational materials and references
• Sensory deficits
• Learning needs for end-of-life care
Evaluating the Teaching and Learning (3)
• Review learning objectives
• Use teach-back, questioning the learner
and noting questions by the learner to
identify gaps in knowledge.
• Direct observation
