Health Literacy, etc Flashcards
Patient’s ability to obtain, process, and understand basic health information and services needed to make appropriate health decisions
health literacy
6 things to do for health literacy
Assume everyone has difficulty Create shame free environment Teach back Discuss medications clearly Encourage questions Use clear written language
3 purposes of patient education
Maintenance of illness and prevention
Restoring health
Coping with impaired functions
3 learning domains
Cognitive, affective, and psychomotor
Ability to make sense of and use information (memory and recall) “thinking domain”
cognitive
evaluation of cognitive domain (3)
direct observation of behavior
written measurements
subjective patient data
“the feeling domain”
values, beliefs, feelings about information recieved
affective domain
desired outcome of affective domain
expresses positive feelings, attitudes, values, towards changing behavior
Teaching methods for affective learning (5)
Role play Simulation gaming Discussion Debate Values clarification exercises
Physical and motor skills, performance of skill moves from imitation to creation of new way to perform skill
Psychomotor domain
Desired outcomes of psychomotor domain
demonstrate performance of skills related to the behavior change
terms to not use when writing a care plan
“know”
“understand”
because you can’t measure this!
4 teaching methods for psychomotor learning
demonstration
practice
return demonstration
independent projects
“What is most important for you to learn?”
“What are your goals?”
Motivational interviewing
What is meant by psychosocial adaptation to illness?
Grief process
4 basic principles to teaching
are they ready?
do they have needs that need to be met first?
are they in pain?
do they need someone with them?
desire or willingness to learn
motivation
cognitive attributes, developmental level, physical wellness
ability to learn
principles and methods for young adults
must see the need, use peer education, motivated by social, keep sessions under an hour, give time to practice
principles and methods for older adults
extra time, involve in discussion, focus on strengths and disabilities, keep session short
when teaching older adults start with…
THEIR concerns and don’t teach in a group
with older adults provide for comfort and
don’t rush!
6 steps in teaching-learning process
assessment dx and learning outcomes teaching plan implementing plan evaluate achievement of goals
What characteristics do you include in your assessment?
age, development, level of education, health benefits, motivation, health risks and problems
Avoid vague terms such as…
“understand” “learn”
Include only one __ per objective
behavior
SMART objective
Specific, measurable, attainable, realistic, timely
An internal state that helps arouse, direct, and sustain human behavior
motivation
Counseling and educational technique that focuses on patient foals
motivational interviewing
What is the goal of motivational interviewing?
to help patient’s resolve their ambivalence about adopting new self care behaviors
patient avoids discussion of illness, withdrawals, disregards physical restrictions
denial or disbelief
Patient blames and directs anger towards nurse or others
anger
patient offers to live better life in exchange for promise of good health
bargaining
Patient expresses emotions openly, realizes illness has created changes, begins to ask questions
resolution
patient recognizes reality of condition, actively peruses information,, and strives for independence
acceptance
What do you do for a patient who is in denial?
Provide support, remain available, explain situation to family, and teach in present tense
What do you do with a patient who is experiencing anger?
Don’t argue with patient, teach in present tense, reassure family anger is normal
What do you do when a patient is bargaining?
Continue to introduce only reality. Teach only in present tense
What do you do for a patient experiencing resolution?
Encourage feelings, Find out what patient wants to learn set times for formal discussion
6 teaching approaches
Telling, participating, entrusting, reinforcing, and incorporating teaching during care
