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Module 1 (Intro To Basics) > Patient Education > Flashcards

Patient Education Flashcards

1
Q

Why is patient education important?

A

-essential component of safe pt-centered care
-standard for professional nursing practices
-fall within the scope of nursing

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2
Q

What do nurses teach?

A

-health analogies
-the restoration of health
-coping with impaired functions
-promote health and illness prevention

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3
Q

Teaching definition

A

transmission of intentionally structured and sequenced info. to recipient

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4
Q

Purpose of teaching

A

produce a change in behavior
-utilizes an interactive process that promotes learning

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5
Q

Learning def

A

purposeful acquisition of measurable factors through an experience or external stimulus

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6
Q

Factors of Learning

A

new knowledge, attitudes, behaviors, and skills

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7
Q

Beginning of teaching and learning

A

the person identifies a need to attain knowledge acquiring an ability to perform a task

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8
Q

Nurse Role

A

-determine what pt needs to know
-identify pt’s knowledge, preference of learn, ready to learn
-time
-needed info
-essentials: accurate, complete, relevant, timely

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9
Q

Nurse Goals

A

assist pt to make informed decisions regarding care
-promote understanding (positive effect of change)

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10
Q

Cognitive learning

A

-intellectual behaviors
-requires thinking, storage/recall
-tools: one on one instruction, written materials

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11
Q

The fact about hypertension are an example of what learning

A

cognitive

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12
Q

Change belief about smoking dangers is an example of what learning

A

affective

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13
Q

Self-administration of insulin is an example of what learning

A

Psychomotor

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14
Q

Affective learning

A

-express feelings
-develop attitudes, opinions, or values
-Tools: one on one counseling, role play

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15
Q

Psychomotor learning

A

-acquisition of skills
-requires coordination and integration (mentally and physically)
-“Hands-on” skills (Kinesthetic learning), demonstration/return demonstration, practice

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16
Q

Stimulus to learn: Motivation

A
  • the force: acts on or within a person to cause the person to behave in a particular way
  • person does not want to learn; unlikely learning will occur
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17
Q

Basic learning principles

A

stimulus to learns
readiness to learn
ability to learn
learning environment

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18
Q

Stimulus to learn: theory

A

using a theory to match a person’s learning needs and personal preferences
-enhances motivation and learning

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19
Q

Social Learning Theory

A

-consider characteristics of the learner = behavior patterns and environment
-self-efficiency is major concept = person’s perceived ability to successfully perform a task
-provides guidance to educator to develop an effective teaching plan

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20
Q

Culture

A

-respect identity and needs
-regardless of age, religion, socioeconomic status, physical

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21
Q

Active Participation

A

eagerness (acquire knowledge)
retain (10% reading and 90% speak/do)

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22
Q

Readiness to learn: Attention

A

mentally and physically prepared to learn
comfort of family and environment

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23
Q

Obstacles of attention and readiness to learn

A

physical discomfort
high anxiety
environmental distractions
family presence (positive and negative)

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24
Q

Readiness to learn: Psychosocial adaptation

A

process: assist pt after incident, illness, and injury

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25
Q

Grieving

A

pt accept reality of illness or injury
-adapt to new normal

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26
Q

Emotions of readiness to learn

A

severe anxiety, stress, or emotional pain interfere

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27
Q

T/F: Mild anxiety enhances learning and provides motivation.

A

True

28
Q

Developmental capacity

A

cognitive development affect their ability
-without proper motor, physiological, language, and social development

29
Q

Infant’s ability to learn

A

hold infant firmly while smiling, and speaking softly to convey sense of trust

30
Q

Toddler’s ability to learn

A

use play to teach procedure or activity
simple words
Ex)apply a bandage to doll

31
Q

Preschooler’s ability to learn

A

simple explanations and demonstrations

32
Q

School-aged children’s ability to learn

A

-teach psychomotor skills needed to maintain health
-offer opportunities to discuss health problems and answer questions

33
Q

Adolescent’s ability to learn

A

-collaborative activity
-make decisions about health and promotions

34
Q

Adult’s ability to learn

A

-self-directed: critical thinking, direct own learning
-pt centered: collaborate with adults (topics and goals)

35
Q

Young and Middle-aged Adult’s ability to learn

A

-offer info. so adults understand effects of health problems
-encourage participation in teaching plan by setting mutual goals

36
Q

Older Adult’s ability to learn

A

-teach a client to be alert and rested
-involve adults in the discussion or activity
-individualized

37
Q

Physical capability

A

influences level of personal involvement, physical health, energy

38
Q

How to comfort a pt with Neurosensory Issues?

A

feel, see, hear, grasp

39
Q

Health Literacy

A

understand basic healthcare info. to make appropraite healthcare decisions

40
Q

Health literacy issues

A

pt’s ability to read, write, and speak the same language

41
Q

Learning environment

A

room
-well-lit, appropriate furniture, quiet, private, good ventilation, comfortable temp.
need 6 or fewer in a group

42
Q

Teaching challenges

A

conflicting schedules (nurse’s time and pt availability)
lack of space and privacy
teaching not seen as priority
no 3rd party reimbursement for teaching

43
Q

Learning challenges

A

illness
anxiety
fatigue
personal stress
medical jargon and technical terms
An overwhelming amount of behavioral change needed
doesn’t perceive a need for the info.
lack of support from family/caregiver
lack of social interaction
poor learner motivation (no interest and complicated)
tech difficulties
lack of internet

44
Q

Teaching strategies Content

A

all info needed to reach the intended goal

45
Q

Goal of teaching strategies

A

change behaviors to improve pt outcome

46
Q

Scheduling and sequencing of pt education

A

present
-simple to complex
-nonthreatening to difficult topics
verify enough time for the topic
short time frames

47
Q

Instructional Material

A

tools used to introduce info. and reinforce learning
-select appropriate method for pt’s learning stle

48
Q

Teaching Tactics

A

-keep pt actively involved supporting their attention and learning
-build on current knowledge
-teach while doing nursing care
-Telling, participating, entrusting, reinforcing

49
Q

Telling

A

instructions given (prepare for procedure)

50
Q

Participating

A

cooperative effort by nurse with pt to learn best process

51
Q

Entrusting

A

nurse observes as pt performs skills

52
Q

Reinforcing

A

smile or affirmative words

53
Q

One to One

A

pt to nurse
-while providing care

54
Q

Group

A

efficient more than 1
-interact with one another
-least distractions (6 or less)

55
Q

Preparatory

A

info prior to the procedure
-physical sensations and their causes
-prepares pt for common experiences
-verifies pt knowledge when results will be available

56
Q

Demonstration/Return demonstration

A

most effective when pt watches nurse
-pt does it back for practice

57
Q

Analogy

A

familiar images make complex ones understandable
knowledge about concepts and pt’s background, experiences, and culture
-comparison simple and clear

58
Q

Simulation

A

problem-solve, application, and thinking

59
Q

Printed Materials

A

literacy assessed bepfre hand (fact sheets, discharge instructions or detailed booklets)

60
Q

Digital/Online

A

video, audio clips and films
websites and multimedia
reinforcement for Q/A and discuss materials

61
Q

All printed materials are available in every language and at a ____ grade level reading

A

5th

62
Q

Learning disabilities

A

establish trust = speak slowly, encourage questions
short sessions=simple terms, minimized distractions, use visual aids
-in increments

63
Q

Behaviors

A

observe and evaluate pt’s ability to perform desired tasks

64
Q

Teach back

A

determines undersanding of instrumental topic
-always develop plan for revised pt teaching if not able to correctly

65
Q

Older Adults need

A

allow time to process and comprehend new info
only most significant info to avoid overwhelming info
-repetition
-step by step and concise
-positive reinforcement
-diorect and clear
2-3 points

66
Q

T/F: hereditary and susceptibility does not actually guarantee the actual development of disease

A

True

Module 1 (Intro To Basics) (32 decks)

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