Module 3 Flashcards
Capacity building
strength-based process of empowerment
building upon a client’s existing strengths/capabilities
involves human resource & skill development + leadership, partnership, resource allocation, policy formulation
goal: promote health outcomes by improving client’s health practices –> improving existing skillset / addresses health deficits
Client
individual family group community population
Literacy
General knowledge/competence in something
Application of knowledge
Health Literacy
health knowledge, comprehension and application of information to improve/maintain health
ability to find, access, read, understand health information
Health Literacy Factors
determinants of health (income, education, health services, individual personal health practices/coping skills)
internet access
reading ability (basic literacy)
basic comprehension skills
ability to find/access/understand information
ethnocultural –> language barrier
Types of learning
Cognitive –> rational/logical thought, intelligence
Psychomotor –> physical ability (mental + muscular)
Affective –> feeling, attitudes, opinions
Learning Domains/Capacities
Cognitive Domain –> actual knowledge/facts
Affective Domain –> beliefs, opinions, attitudes (important for motivation)
Psychomotor Domain –> integration of mental + muscular processes
Client education
client-centered teaching. teaching adaptive skills to promote health knowledge/practices –> better health outcomes
sub-concept of capacity building
Client Education Components
education delivery
learning education domains
Client Education Techniques
5 A’s
Ask-Tell-Ask
Teach-Back
5 A’s
Assess -> beliefs, behavior, knowledge
Advise –> health information, risks, benefits
Agree –> collaborative set mutual goals
Assist –> identify barriers, strategies, problem-solving techniques, social/environmental supports
Arrange –> follow up plans, make referrals
Ask-Tell-Ask
identifies knowledge gaps through the use of open-ended questions
ex: 1) ask a question about their health
2) tell them information
3) ask them to repeat back to assess understanding
Teach-Back method
assess the client’s understanding of SHARED information
tell the client some information
ask the client to teach/explain that info back to you in their own words
ex: asking a client to explain their medication regime/what the medication is for
Behavioral Models
Health-belief model
Pender model
Health-belief model
client’s likeliness to comply with a given health intervention influenced by their personal beliefs (perceptions) on
1) their likelihood to get a disease/suffer consequences
2) the intervention is beneficial
Pender model
Client’s historical behavior patterns/experiences can be used to predict future compliance
Client Education Interrelated Concepts
Family Dynamics Culture Development Adherence Health Promotion Leadership Technology & Infomatics Professional Identity Collaboration Communication
Health promotion
empowering clients to increase control/improve their health
Empowerment
active client engagement. providing the skills/knowledge to enable people to take control/have more independence
4 E’s of Behavior change
Environment
Education
Economic levers
Enforcement of regulation/legislation
Health Literacy Promotion Strategies
Social Marketing Mutual Aid Advocacy Health Communication Supportive Environments Community Action/Initiatives Healthy public policy
Cognitive Learning
intellectual behavior (doesn't involve motor action) ex: thinking memory recall understanding knowledge application analyzing evaluating creating
Psychomotor Learning
Integration of mental + muscular activity
practical application of knowledge –> thinking and then doing something
ex: perception (sensory awareness)
mental, emotional, physical readiness to take action
guided response –> being able to do something after someone teaches you
mechanism
complex overt response
adaptation
origination
Affective Learning
Feelings, acceptance of attitudes, opinions, values
ex: receiving –> hear another persons words
responding –> listening than reacting
valuing –> assigning meaning to things
organizing –> value system
characterizing
Learning Capabilities
Ability/potential of one to learn
3 capabilities
Intellectual
Emotional
Physical -> size (height/weight), coordination (dexterity), sensory acuity (5 senses), physical condition (hunger, fatigue)
Nursing Implications of learning capabilities
Intellectual –> raw intelligence/cognition
this may impact pt’s ability to learn new information
teaching should be tailored to accommodate learning disabilities etc
Emotional –> person’s emotional state may affect their learning
Physical –> strength, coordination, sensory acuity
does the person have the requisite physical ability/sensory awareness to learn new tasks?
Motivation
desire/willingness to learn/do something
motivation is an important determinant of learning/behavioral change
3 Types of Motives
Social Motives
Task-Master Motives
Physical Motives
Social Motives
Connection
Self-esteem
Social approval
Task-Master Motives
Self-competence
Achievements
Independence
Physical Motives
Desire to maintain/improve health
Self-efficacy
A person’s belief about their ability to be self-sufficient
ability to complete a task
4 Sources of Self-Efficacy
Verbal persuasion
Vicarious experience
Enactive mastery experiences
Physiological/Affective States
Ways to assess motivation
behavior (attention span, engagement, concentration) health beliefs/perceptions self-perception desire to learn (proactive) attitudes about healthcare providers knowledge of health issue/treatment
Determinants of motivation
Physical conditions
Sociocultural background
Learning style preference
5 Stages of Behavioral Change
Precontemplation –> not ready to make change
Contemplation –> thinking about change, not yet doing anything
Action –> beginning to make small changes before moving onto bigger changes
Relapse –> revert to old habits
Maintenance –> ongoing maintenance of adapted behavior
SMART Goal Setting
Specific Measurable Attainable Realistic Time
