Patient Education Flashcards
why is patient education important?
- essential component of safe, patient-centered care
- standard for professional nursing practice (included in Board of Nursing’s standards of practice)
- falls within the scope of nursing practice
what do we teach?
- health analogies (ex: heart like a pump, kidneys like a filter)
- restoration of health
- coping with impaired functions (new normal)
- promotion of health and illness prevention (flu shot, no smoking)
teaching
transmission of intentionally structured and sequenced information to a recipient
- purpose: produce a change in behavior
- utilizes an interactive process that promotes learning
learning
purposeful acquisition of measurable factors through an experience or external stimulus
factors:
- new knowledge
- attitudes
- behaviors
- skills
(actively engaged,
2 way: nurse transmits info, patient retains info)
beginning of teaching and learning
a person identifies a need for attaining knowledge or acquiring an ability to perform a task
nursing actions
- determine: what patients and families need to know
- identify patient’s:
– existing knowledge
– learning preferences
– readiness to learn - provide the time to teach
- teach needed information
– patients
– families
(if family is going to help take care of them, they need to be taught
also need to make them understand why something is the way it is - ex: why you need to always check their name and DOB before meds, so we don’t give them the wrong dosage or wrong meds)
nursing actions: information essentials
- accurate
- complete
- relevant to the patient’s needs, language, and literacy: 5th-grade reading level
- timely: patient/family are ready, not in pain, not just after surgery
nursing goals
- assist the patient: to make informed decisions regarding their care (ex: helping explain consents for surgery, follow their diet)
- promote the patient’s understanding: the positive effects of change through education
cognitive domain of learning
description:
- includes intellectual behaviors
- requires: thinking, storage/recall of information
tools:
- one-to-one instruction
- written materials
ex: learning facts about hypertension
(talking about something, reading something and being able to retain it,
ex: discharge packets (read through those before giving to pt so you have some talking points)
can also listen to how doctors explain and teach things (may be helpful))
affective domain of learning
description:
- expression of feelings
- development of attitudes, opinions, or values
tools:
- one-to-one counseling
- role play
ex: changing a belief about the dangers of smoking
(more like a counseling session)
psychomotor domain of learning
description:
- acquisition of skills
- requires coordination and integration mentally and physically
- hands-on skill (kinesthetic learning)
tools:
- demonstration/return demonstration
ex: self-administration of insulin
(any physical thing that you teach the patient, ex: incentive spirometer, teacher demonstrates and patient tries it after)
basic learning principles
- stimulus to learn
- readiness to learn
- ability to learn
- learning environment
(for adequate learning to happen, these must be there)
stimulus to learn: motivation
- 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
(know what your patient likes, what their goal is (most are getting out of the hospital),
ex: if you show me that you can walk a little, just ten feet, we can work toward you getting out of the hospital)
stimulus to learn: theory
- use a theory: matches a person’s learning needs and personal preferences
- enhances motivation and learning
social learning theory
- consider the characteristics of the learner: behavior patterns and environment
–> self efficacy is the major concept: person’s perceived ability to successfully perform a task
–> provides guidance to the educator to develop an effective teaching plan
(observation and imitating the things of the environment)
stimulus to learn: culture
- respect the patient’s identity and needs
- regardless of:
– age
– religious practices
– social and/or socioeconomic status
– physical appearance
(ex: mennonites have the man speak for the women in the family, so you speak to him even if he’s not the patient,
ex: patient’s religion prevents them from eating pork, so they never finish breakfast, so with doctor’s orders can change diet to something they will eat)
stimulus to learn: active participation
- implies an eagerness to acquire knowledge or skills
- retain 10% of info reading
- retain 90% of info speaking and doing
(having them involved is going to help them retain the information)
readiness to learn: attentional set
mental and physically:
- learner is prepared to learn
positive factors:
- comfortable environment
- presence of family may be useful
obstacles:
- physical discomfort
- anxiety: high
- environmental distractions
- presence of family
(they need to be comfortable to learn)
readiness to learn: psychosocial adaptation
- process: assists the patent after an incident
– injury
– illness
– both
(this process will help them adapt to their new normal)
psychosocial adaptation
grieving:
- allows the patient to:
– accept the reality of their illness or injury
– adapt to the new normal
emotions:
- severe anxiety, stress, or emotional pain can interfere with learning
- a mild level of anxiety can enhance learning, provides motivation
ability to learn: developmental capability
- cognitive development affects the person’s ability to learn
- without proper physiological, motor, language, and social development, many types of learning cannot take place
ability to learn: children
- the developmental stage of a child determines:
– capability to learn
– types of behaviors that children can learn
(ex: provide something relatable to explain something, ex: CT scan like a donut) - infant:
– hold infant firmly while smiling and speaking softly to convey sense of trust - toddler:
– use play to teach procedure or activity (e.g., applying bandage to doll)
– utilize simple words
(distraction can help them be okay with getting something done,
ex: doing the temporal thermometer over and over on someone so they allow you to take blood pressure) - preschooler:
– use simple explanations and demonstrations - school-age:
– teach psychomotor skills needed to maintain health
– offer opportunities to discuss health problems and answer questions
(stitches are string bandages, IV is a straw, listen to lung sounds on mom first so kids sees it doesn’t hurt) - adolescent:
– use teaching as a collaborative activity
– allow adolescents to make decisions about health and health problems
(make decisions ex: pills for 3 days or a shot right now)
ability to learn: adults
self-directed:
- critically think
- direct their own thinking
patient-centered:
- collaborate with adults on topics and goals
ability to learn: adults
young and middle-aged adults:
- offer information so adult understands effects of health problems
- encourage participation in teaching plan by setting mutual goals
older adults:
- teach when client is alert and rested
- involve adult in discussion or activity
- individualize to the person
(go more in depth about side effects, and consequences of ignoring the education you’re providing,
patient centered goal - ex: want to be able to play guitar again so OT and PT help them get back there)
