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healthcare fundamentals > client education > Flashcards

client education Flashcards

1
Q

Identify the role of the nurse in relation to client education.

A

the bridge the gaps between the knowledge of the patient and what they need to know for their health condition and all parts of it

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1
Q

what are the basic principles of learning

A

relevance, motivation, readiness, participation, reinforcement, organization, feedback, tailoring information to individual needs, active learning, and ensuring the client understands why the information is important to them

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2
Q

what are some considerations when it comes to providing effective client education

A

assessing the client’s individual needs and learning style, tailoring information to their specific concerns, using clear and concise language, incorporating various teaching methods, checking for understanding through “teach-back” techniques, respecting cultural sensitivities, and ensuring the information provided is relevant and actionable; all while considering potential barriers to learning like literacy levels or cognitive limitations

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3
Q

what are the elements of a teaching plan for clients

A

learning outcomes
activities
timeline
assessment
learning style
patient understanding
visual aids
active learning

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4
Q

what could happen if there is no documentation done

A
  • the healthcare facility may not be reimbursed for services
  • could lead to decreases in staffing and services
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5
Q

client education promotes what?

A
  • the building of skills and assists in helping clients be accountable for their care
  • provides clients with the knowledge to make healthy lifestyle changes
  • is essential for promoting health, improving health, and providing knowledge on specific things.
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6
Q

Knowles’s fundamental principles of learning include:

A

relevance - showing why something is relevant and matters
self-directed - letting clients have control over making informed decisions
life-experience - equipping clients to be able to use their knowledge to make decisions
readiness - clients must be ready, willing, and able to learn
task-centered - education is more effective when in relation to life experiences
motivation - knowing that a clients own motivation is vital for real learning to take place

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7
Q

Why do you think internal motivation is more vital to stimulating learning than external motivation?

A

Both motivators must be present for learning. However, an internal influence has a more significant impact on motivation because it increases the learner’s self-esteem and sense of accomplishment.

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8
Q

factors that promote learning

A
  • Perceived benefit - make sure they know how it will help
  • Enhanced health literacy - do they understand it?
  • Nonjudgmental support
  • Quiet, low-stimulus environment - no distractions
  • Repetition - more than once
  • feedback - helpful, not hateful
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9
Q

factors that hinder learning

A
  • emotional concerns -> Fear, anxiety, depression
    Lack of motivation
    Environmental distractions
    Psychomotor deficits
    Physical discomfort ->(fatigue, pain)
    Timing
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10
Q

examples of fine motor skills

A

opening medicine packages, writing symptoms, administering injections, performing dressing changes

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11
Q

examples of gross motor skills

A

performing a range of motion, walking, self-propelling a wheelchair

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12
Q

A nurse is orienting a newly licensed nurse to the unit. Which of the following statements by the newly licensed nurse indicates an understanding of the importance of documentation of client education?

A

client documentation can improve staffing and services

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13
Q

A nurse is reviewing a client’s plan of care. “The client will ambulate 20 feet using a walker” is the desired outcome. Which of the following aspects of the SMART goal should the nurse identify as missing from the outcome?

A

timed

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14
Q

A nurse is teaching a group of newly licensed nurses about client education. Which of the following information should the nurse include in the teaching?

A

client education can improve self-care at home

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15
Q

A nurse is discussing the nurse’s role in client education with a newly licensed nurse. Which of the following statements by the newly licensed nurse indicates an understanding of a nurse’s role?

A

nurses make up the greatest percentage of members on a heath care team

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16
Q

A nurse is planning a smoking cessation program for a client. Which of the following actions is a component of SMART outcome goals?

A

providing a time frame to accomplish the outcome

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17
Q

A nurse is admitting a client for surgery. Which of the following questions should the nurse ask to determine the client’s health literacy level and learning needs?

A

how comfortable are you with filling out medical forms by yourself?

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18
Q

A nurse is reviewing the goals of client education with a newly licensed nurse. Which of the following information should the nurse include?

A

Improvement of health.
Provide knowledge about an illness or injury.
Health promotion.

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19
Q

A nurse is participating in a question-and-answer session with a client. Which of the following domains of learning uses this type of client education?

A

cognitive domain

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20
Q

A nurse is evaluating a client’s plan of care. The desired outcome of having the client sit on the side of the bed by the end of shift was not met. Which of the following actions should the nurse take?

A

determine is different nursing interventions are required

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21
Q

A nurse educator is planning an in-service for staff nurses about psychomotor client teaching strategies. Which of the following activities requires the use of gross motor skills?

A

A client walking with crutches.
A client using a manual wheelchair

22
Q

A nurse is providing teaching to a client who speaks a different language than the nurse. Which of the following actions should the nurse take?

A

request a medical interpreter to be present

23
Q

A nurse is preparing a low-stimulus environment for an educational session on smoking cessation. Which of the following should the nurse implement?

A

set the thermostat to a comfortable temperature

24
Q

A nurse is providing teaching to a client who has a recent diagnosis of pancreatic cancer. The nurse is using strategies in the affective domain of learning.

A

“I have been crying a lot since I learned about my diagnosis. I’m worried about everything.”

25
Q

A nurse is preparing to educate a client about the proper procedure for a dressing change. Which of the following indicates an understanding of Knowles’s fundamental principles of client readiness?

A

the client is engaged and alert

26
Q

A nurse is reviewing information about client education with a newly licensed nurse. Which of the following information should the nurse include as the focus of client education?

A

empowering clients to be accountable for self-care

27
Q

A nurse is preparing for a teaching session with a client who has pernicious anemia. Which of the following should the nurse identify as part of the implementation step of the teaching process?

A

use demonstration to teach the client about B-12 supplements

28
Q

A nurse is providing teaching about performing blood glucose checks to a client who has a new diagnosis of diabetes mellitus. Which of the following actions indicates the nurse is using the affective domain of learning?

A

ask the client how they feel about checking their blood glucose levels

29
Q

A nurse is preparing for a teaching session with a client. Which of the following actions should the nurse take to provide the client with unbiased care?

A

Avoid assumptions about the client.
Control personal thoughts about the client.
Collaborate with another nurse to develop teaching strategies.

30
Q

A nurse is providing teaching to a client who has a new prescription for eye drops. Which of the following teaching strategies is an example of using the psychomotor domain of learning?

A

ask the client to teach-back about how to use the medication

31
Q

A nurse is planning a 30-min group education class. Which of the following actions should the nurse plan to take to address various learning styles related to the domains of learning?

A

Provide games, discussion, and question-and-answer.

32
Q

A nurse is teaching a client about how to perform daily blood pressure readings at home. Which of the following statements by the client is an example of the teach-back method of learning?

A

let me show you how I will take my blood pressure at home every day

33
Q

A nurse is planning a teaching session for a client. Place the steps of the teaching process in the correct order.

A

Assessment
Analysis
Planning
Implementation
Evaluation

34
Q

A nurse is caring for a client who has impaired cognition and has begun taking a new medication. Which of the following actions should the nurse take during client education?

A

direct the education to the caregivers as well as the client

35
Q

A nurse is using a question-and-answer session to teach a client about a diabetic diet. Which of the following outcomes is an example of cognitive learning?

A

the client understands a diabetic meal plan

36
Q

A nurse is assessing a client’s health literacy prior to providing education. Which of the following actions should the nurse take?

A

Ask questions regarding the client’s health care needs and concerns.
Obtain a health history.
Assess the client’s education level.

37
Q

A nurse is assessing a postoperative client prior to a teaching session. The nurse notes that the client is grimacing and restless. Which of the following barriers to learning is the client exhibiting?

A

physical discomfort

38
Q

Define client education

A

Client education is an ongoing, goal-driven, interactive process that provides clients with new information and is a fundamental
element of a nurse’s scope of practice.

39
Q

The three client education goals

A

Health promotion: any activity that works to improve a client’s health
• Restoration of health: any activity that works to improve the health of a client with an illness or injury
• Adaption to permanent illness or injury: assisting a client to adapt their life to accommodate permanent health alterati

40
Q

The three domains of learning

A

Cognitive: the thinking domain– thinking through information and being able to comprehend it
• Affective: the feeling domain–involves the client’s feelings regarding values, attitudes, and
beliefs
• Psychomotor: the doing domain–the physical or mental activities required to learn skills

41
Q

Knowles fundamental principles of learning

A

Relevance
Self-directed
Life-experience
Readiness
Task-centered
Motivation

42
Q

Factors that promote learning

A

Perceived benefit
• Enhanced health literacy
• Ongoing client participation
• Nonjudgmental support
• Quiet, low-stimulus environment
• Repetition
• Feedback
• Use language and format the client
prefers

43
Q

Factors that hinder learning

A

• Impaired cognition
• Language barriers
• Visual and hearing impairments
• Emotional concerns
• Fear, anxiety, depression
• Cultural differences
• special diet
• Psychomotor deficits
• Fine and gross motor – decreased
muscle strength, reduced
coordination, reduced energy,
decreased sensory perception
• Physical Discomfort

44
Q

Client health literacy

A

Client health literacy is the client’s
ability to obtain, read, and
understand basic health
information. On average, health
information is presented at a high
school or college reading level.

45
Q

What grade level should health information be presented at?

A

6th grade

46
Q

Teach back method

A

Teach back is conducted by asking
the client to repeat or demonstrate
educational information back to
you. This method allows the nurse
to confirm that the client received
the information accurately and
correctly.

47
Q

Effective teaching plan

A

Elements of an effective teaching
plan are much like the elements of
the nursing process.
• Assessment
• Analysis
• Planning
• Implementation
• Evaluation

48
Q

as nurses what are some things we teach for client education

A
  • the use of medical devices
  • information about medications
  • health promotion
  • information for newly diagnosed illnesses
49
Q

in restoration of health what is the goal for a nurse

A
  • to help the client either get back to where they were or where they want to be
50
Q

example of the psychomotor domain

A

teaching someone how to use crutches

51
Q

the needs of the parts of Knowles fundamental principles of learning

A

relevance - needs to relate to the situation
self-directed - the client should take part in and help direct care
life-experience - use the clients experiences to help them learn
readiness - have to be ready
task-centered - the client may need a list of steps to what they are doing
motivation - internal and external together

52
Q

what grade should health information be presented at?

A

a 6th grade level

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