Chapter 5: Patient Education and Drug Therapy Flashcards
affective domain
The most intangible domain of the learning
process. It involves affective behavior, which is conduct that
expresses feelings, needs, beliefs, values, and opinions; the
feeling domain.
cognitive domain
The domain involved in the learning and
storage of basic knowledge. It is the thinking portion of the
learning process and incorporates a person’s previous experiences
and perceptions; the learning/thinking domain
Assessment of health literacy may be done with much sensitivity and does not
only relate to education but also to
levels of stress/inability to cope with a new
diagnosis/process new and complex information (i.e., patients with higher level of
education but are stressed and unable to process due to a disturbing diagnosis
The nurse is responsible for preoperative teaching for a
patient who is mildly anxious about receiving pain medications
postoperatively. The nurse recognizes that this level of
anxiety may
c result in learning by increasing the patient’s motivation
to learn
Slowed cognitive functioning
Slow the pace of the presentation, and attend to verbal and nonverbal patient cues to verify understanding
Decreased short-term memory
Provide smaller amounts of information at one time. Repeat information frequently. Provide written
instructions for home use.
Decreased ability to think abstractly
Use examples to illustrate information. Use a variety of methods, such as audiovisuals, props, videotapes,
large-print materials, materials with vivid color, return demonstrations, and practice sessions.
Decreased ability to concentrate
Decrease external stimuli as much as possible.
Increased reaction time (slower to respond)
Always allow sufficient time, and be patient. Allow more time for feedback
Diminished hearing
Perform a baseline hearing assessment. Use tone- and volume-controlled teaching aids; use bright,
large-print material to reinforce.
Decreased ability to distinguish sounds (e.g.,
differentiate
words beginning with S, Z, T, D, F, and G)
Speak distinctly and slowly, and articulate carefully
Decreased conduction of sound
Sit on the side of the patient’s best ear.
Loss of ability to hear high-frequency sounds
Do not shout; speak in a normal voice but a lower voice pitch
Partial to complete loss of hearing
Face the patient so that lip reading is possible. Use visual aids to reinforce verbal instruction. Reinforce teaching
with easy-to-read materials. Decrease extraneous noise. Use community resources for the hearing impaired.
Decreased visual acuity
Ensure that the patient’s glasses are clean and in place and that the prescription is current.
Decreased ability to read fine detail
Use printed materials with large print that is brightly and clearly colored.
Decreased ability to discriminate among blue, violet,
and green; tendency for all colors to fade, with red
fading the least
Use high-contrast materials, such as black on white. Avoid the use of blue, violet, and green in type or
graphics; use red instead.
Thickening and yellowing of the lenses of the eyes, with
decreased accommodation
Use nonglare lighting, and avoid contrasts of light (e.g., a darkened room with a single light).
Decreased depth perception
Adjust teaching to allow for the use of touch to gauge depth.
Decreased peripheral vision
Keep all teaching materials within the patient’s visual field
Decreased sense of touch
Increase the time allowed for the teaching of psychomotor skills, the number of repetitions, and the
number of return demonstrations.
Decreased sense of vibration
Teach the patient to palpate more prominent pulse sites (e.g., carotid and radial arteries).
