L2.1 Client Education

Question 1

define client education

Answer 1

learning experiences and activities that influence clients’ knowledge, skills and behaviours related to their health condition (and use of health services), in order to maintain or improve health, or slow disease progression

Question 2

why do we provide client education?

Answer 2

to support clients’:
- acquisition of knowledge: through providing information and learning experiences
- acquisition of skills: through demonstration, mental rehearsal, practice, providing feedback reinforcement
- bringing about behaviour change: requires a lot more than knowledge and skills
(see notes for more reasons)

Question 3

what are the three philosophical approaches to client education and learning?

Answer 3

• client-centred, partnership approach
• individualised- tailor information to client’s needs
• recognises client’s expertise, preferences, goals

Question 4

what is the different learning styles?

Answer 4

visual, auditory, kinaesthetic, reflective

Question 5

what do we provide information about?

Answer 5

• role of health profession in the client’s care
• causes/manifestations of disease
• information about symptoms and their management
• explaining assessment findings
• explaining treatment strategies
• explaining what services are available to help further

Question 6

what to consider when providing information?

Answer 6

• consider the individual’s learning styles
• consider learner’s education level and cultural background
• education needs to be relevant and linked to meaningful examples and experiences
• tailor information to suit individual’s information needs

Question 7

when providing information explain an interactive individualised approach?

Answer 7

• ask what the client already knows about the topic and determine their information needs
• use clear, simple language that is culturally appropriate
• draw or use visuals/diagrams to illustrate information
• if using written material, read through the information with the client and highlight key points
• give opportunities to ‘teach back’ content, or ask questions about information that has been provided
• invite family members or friends to attend information sessions
• provide follow-up telephone calls to clarify information

Question 8

when the information is provided will influence the content. why?

Answer 8

• early in condition (needs to be repeated) bc overload of information
• just before being discharged from hospital

Question 9

where information is provided will influence the content. why?

Answer 9

• while in hospital

- when at home

Question 10

what are steps to take to support client’s acquisition of skills?

Answer 10

explain and demonstrate:

• ensure patient understands why skill is important to them- how it will effect their ability to function and relate it to their goals
• tailor/individualise the training
• explain the skill to them
• demonstrate the skill as a whole
• break skills into parts, demonstrate parts of the skill

encourage client’s skill performance:

• allow client to think through skill process before they perform it (mental rehearsal)
• ask client to perform the skill (or its parts)
• ask client to evaluate their performance for errors
• provide reinforcement and feedback by highlighting what they did well and suggesting what they could do differently next time
• repeat, and gradually reduce the reinforcement/feedback
• collaborate with client to decide how and when they will practice

extension work:

• set ‘homework’ in collaboration with the client and check how they went at follow-up
• provide patient with a more challenging yet achievable skill/activity and let them problem solve to complete it
• practice variability: change requirements of the skill/activity e.g. change environment, change surface for transfer bed, chair, car etc.