Exam 5 Flashcards
In the current health care system, client teaching is not only an ___ but an ____ and legal requirement
expectation
ethical
____ help track when the teaching standards recommended by ____ and ___ are met
Electronic health records (EHRs)
TJC and IOM
The IOM suggests that education should be ___ and ___ to each client and should keep the client in control with freely shared info
Continuous
Customized
The ___ better enables clients to increase their own level of ___ for their health care and gives them a higher level of info about their illnesses and possible treatments
internet
responsibility
The internet can also lead clients to ___ themselves online and come in requesting expensive tests or inappropriate medications for themselves or their family members
diagnose
Using ___ in teaching, it may be acceptable to look info up on the internet to better teach your patients about meds, treatments, or disease processes. The main concern is ensuring that the information you are finding is from a ___ source
technology
reliable
TJCs website, www.jointcommision.org has a ___ that can help find reliable ____ from the internet
tool
sources
Good ____ skills and the ability to establish a caring relationship are essential to an effective ___
communication
educator
After surviving a serious illness, surgery, or injury, clients must work their way through the stages of ___ and may even display a type of PTSD response. Unless the nurse is able to understand what grief stage clients are in and to empathize with them, teaching will only fall on deaf ear
grief
With the trend to very short hospital stays and one-day procedures, time for client education has become extremely short. ____ what is most important for clients to know when they get home and giving hem that info in a succinct and memorable way is key to education success
Assessing
Keep in mind that the vast majority of clients whom nurses teach are ___ learners. They bring with them a lifetime of knowledge and info, and sometimes misinformation.
adult
True or false: adult learners CANNOT be taught in the same way a child is taught
True
___ ____: if the nurse is unable to communicate ___ in the client’s language, then attempting to teach them will be fruitless
Language assessment
fluently
In conducting a language assessment, the nurse must determine the client’s ____ in the primary as well as the secondary language
fluency
____ in the client’s language may be a teaching option but all not clients are able to ___
Brochures
read
Brochures that have been translated from English into another language may not covey message or words may not be familiar to patient. In that case, a medical ___ who speaks the client’s particular dialect is needed
interpreter
___ clients may have hearing or vision deficits that can interfere with their ability to take in information
Elderly
The higher a person’s ___ level the more likely that person is to have received some formal health education and typically the higher that person’s motivation to learn
emotional
Before attempting to teach a client the nurse should determine the following info
- what is the client’s level of ___ to learn
- what factors will ___ the client to learn healthy behaviors
motivation
motivate
in assessing learner characteristics and learning readiness, nurses should pay attention to the client’s ___ background, health ___, ___ level, age, and ___
Cultural
Literacy
Education
Gender
On the other hand, don’t presume that a highly educated client understands ___ concepts because they might think they know but they might misinterpret the nurses teaching session
medical
A thorough assessment of a client’s learning needs focuses on finding out four basic ___
- what the does the pt. already know
- what does the pt. want/need to learn
- what is the pt. able to learn
- preferred learning style and the best teaching methods for that style
needs
Finding out what the client ___ knows is important because it can help in planning what needs to be taught so that unneeded basic info is not repeated
already
Second, the nurses needs to find out what the client ___ and ___ to learn to help them in dealing with their illness or injury
wants
needs
Third, uncovering what the client is ___ to learn involves finding out his or her comprehension and general ____ level
able
intelligence
The fourth bit of info to determine is the client’s preferred learning ___ and the best teaching methods for that ___ of learning
style
style
___ of specific individualized needs the nurse needs to analyze the data and organize it to formulate a ____ or statement of the client’s learning needs
Identification
Diagnose
Development of a ___ ___ through goals and ____ is what defines planning
teaching plan
objectives (planning)
___ are generally defined as broad, general statements about what the client needs and wants to learn
Goals
___ ___ are derived from the client’s goals and more specifically guide the teaching plan of the client
Learning objectives
Learning objectives are ___ in their formation; that is they emphasize what the learner is supposed to be able to ___ when learning have occured
behavioral
do
Objectives describe the learning outcomes in clear and understandable language; achievement of the objective or progress toward it can be ___
measured
Well developed behavioral objectives should also have a __ ___ for when they are expected to be accomplished
time limit
key points to keep in mind when developing behaviors objectives include the following
-always start the objective with an ___ ___ that specifies the behavior that will demonstrate that client learning has occurred
action verb
key points to keep in mind when developing behaviors objectives include the following
-always focus the objective on how the learner is to ___ or complete a behavior; the only way the behavior or action can be observed and measured is if it can be ___, ___, or ___ by the nurse
perform
seen
felt
heard
key points to keep in mind when developing behaviors objectives include the following
-limit each objective to only __ specific learning outcome
one of the purposes of assessment particularly if an outcome is not achieved, is to determine what caused the lack of achievement
multiple outcome objectives make that determination very difficult
one
Objectives can fall within 3 domains ___, ___, and ___
Affective
cognitive
psychomotor
Different ways of measuring outcomes are used for each learning domain
____ domain objectives center on ___ and ___ such as interests, values, attitudes, appreciation, and methods of adjustment necessary for a positive effect on the client’s life
affective
feelings
emotions
Example of an affective domain objective for a pt. with increased stress may state: reduce the client’s stress by ____ him to verbalize his feelings openly
encouraging
___ domain objectives focus on the ____ outcomes such as ___, ____ and __ skills the client needs
Cognitive intellectual knowledge understanding thinking
Example of cognitive domain objective is increasing the client’s ___ level concerning the complications of DM by the end of the shift
knowledge
___ domain objectives includes ___ and ___ the skills clients will need for self-care;
psychomotor
demonstrating
modeling
Psychomotor objectives assess learning __ skills such as giving self-injections, using mobility devices correctly, using eating utensils after a stroke, or changing colostomy bag and changes in diet for weight loss
motor
there are a number of __ strategies and not all work on every individual so its important to remember we all learn differently and therefore we need to plan our ___ strategies to match with the learning style of our patient
teaching
teaching
this type of teaching style is helpful in problem solving
demonstration
this type of teaching style is verbal communication of ideas with participation by both teacher and learner
discussion
this type of teaching style is useful in the clinical setting, one on one with the client, or with a small group
allows for assessment of values and knowledge of the topic
elicits decision making regarding a situation or piece of info
discussion
this type of teaching style is a formal presentation by the teacher, useful for larger groups with same problem, best if oral presentation is accompanied by handout
lecture
this type of teaching style is useful for increasing motor-skill development, discussing a particular topic, or assessing comprehension of content
useful in clinical setting
visual aids, computer instruction pictures, paintings, posters, PP, internet
this type of teaching style is teaching by example; learners observe the teacher’s behavior and then attempt to repeat the behavior
teach back/modeling
this type of teaching style is learning by experience, used sometimes when the learner has little knowledge of content or of a situation
this is time consuming and frustrating to learners and should be minimized
trial and error
this type of teaching style is acting the part of another person followed by discussion of perceptions of feelings and provides a change in perspective
role playing
with implementation is always important for the nurse to separate what the clients __ to know how to do to improve or maintain their health and what might be ___ for them to know
need
nice
The most effective learning occurs when the client is ___ involved in the learning process along with their family
actively
___ learning is when the learner is treated like a receptacle for new info, doesn’t change behaviors or attitudes and therefore yield poorer outcomes
passive
The implementation of a successful teaching plan will include the following
- ___ ___
- ___ ___
visual aids
increasing motivation
___ is the last and in some ways the most important phase of the teaching-learning process the purpose of this is to determine whether clients have learned what was taught
evaluation
The only way to make sure clients understand the info is to ask them to repeat it or to show the nurse how the procedure is done
This technique is called ___-___ or ___ ___
teach-back
return demonstration
The teach back methods provides the nurse a concrete ___ of the effectiveness of their teaching
measurement
what is a disaster?
a ___ event that leads to major property damage, a large number of injuries, displaced individuals, or major loss of life
catastrophic
the ___ defines a disaster as a “sudden, calamitous event that seriously disrupts the functioning of a community or society and causes human, material and economic or environmental losses that exceeds the community’s ability to cope using its own resources
American red cross
What are the four steps in preparing for a disaster
- get informed
- make a plan
- assemble a kit
- update the plan and kit
When getting informed to prepare for a disaster the local emergency management or local ___ ___ ___ chapter is a good place to start the search for info
American Red Cross
When getting informed to prepare for a disaster you also want to find out what ___ the community has experience in the past
disasters
the first step in planning for any type of disaster is to make a list of important ___
contacts
__-___-___ contact person would most likely be a friend or relative who lives a considerable distance from the community
out-of-town
when making a plan it is important to select a ___ for everyone to meet at that is centrally located and likely to survive the disaster
location
when making a plan it is important that all ___ info for all family members at any time be easily accessible
contact
