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CSON IM1 > patient education > Flashcards

patient education Flashcards

1
Q

why is patient education important - 3

A

component of safe patient-centered care
standard for professional nursing practice
falls within scope of nursing practice

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2
Q

what do we teach - 4

A

health analogies
restoration of health
coping with impaired function
promotion of health and illness prevention

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3
Q

teaching

A

transmission of intentionally structured and sequenced information to a recipient

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4
Q

purpose of teaching

A

produce a change in behavior

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5
Q

teaching utilizes a ________ process that promotes _________

A

interactive, learning

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6
Q

learning

A

purposeful acquisition of measurable factors through an experience or external stimulus

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7
Q

factors of learning - 4

A

new knowledge
attitudes
behaviors
skills

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8
Q

beginning of teaching and learning

A

a person identifies a need for attaining new knowledge

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9
Q

determine (nursing action)

A

what patients and families need to know

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10
Q

identify patients - 3 (nursing action)

A

existing knowledge
learning preferences
readiness to learn

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11
Q

who do you need to teach to - 3

A

patient
family
caregiver

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12
Q

information essentials - 4 (nursing actions)

A

accurate
complete
relevant to patient’s needs, language, literacy
timely

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13
Q

nursing goals - 2

A

assist the patient to make informed decisions regarding their care
promote the patients understanding

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14
Q

cognitive description

A

includes intellectual behaviors, requires thinking and storage/recall of information

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15
Q

cognitive tools - 2

A

one-to-one instruction
written materials

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16
Q

cognitive tools - 2

A

one-to-one instruction
written materials

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17
Q

affective description

A

expression of feelings, development of attitudes, opinions, or values

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18
Q

affective tools - 2

A

one-to-one counseling
role play

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19
Q

psychomotor description

A

acquisition of skills, hands-on skills

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20
Q

psychomotor tools - 2

A

demonstration/return demonstration
practice

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21
Q

basic learning principles - 4

A

stimulus to learn
readiness to learn
ability to learn
learning environment

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22
Q

stimulus to learn motivation force

A

acts on or within a person to cause the person to behave in a particular way

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23
Q

if a person does not want to learn;

A

unlikely learning will occur

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24
Q

stimulus to learn theory

A

matches a person’s learning needs and personal preferences, enhances motivation and learning

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25
Q

social learning theory

A

consider the characteristics of the learner
self-efficiency is the major concept
provides guidance to the educator to develop an effective teaching plan

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26
Q

stimulus to learn- culture

A

respect the patient identity and needs

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27
Q

stimulus to learn- active participation

A

implies an eagerness, to acquire knowledge or skills

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28
Q

mental and physical - readiness to learn (attentional set)

A

the learner is prepared to learn

29
Q

positive factors - readiness to learn (attentional set)

A

comfortable environment, presence of family may be useful

30
Q

obstacles - readiness to learn (attentional set) - 4

A

physical discomfort
anxiety-high
environmental distractions
presence of family

31
Q

mental and physical - readiness to learn

A

the learner is prepared to learn

32
Q

grieving

A

allows the patient to accept the reality of their illness or injury and adapt to the normal

33
Q

emotions

A

severe anxiety, stress, or emotional pain can interfere with learning. A mild level of anxiety can enhance learning, provides motivation

34
Q

ability to learn - developmental capability

A

cognitive development affects the person’s ability to learn

35
Q

the developmental stage of a child determines - 2

A

capability to learn
types of behaviors that children can learn

36
Q

infant - ability to learn

A

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

37
Q

toddler - ability to learn

A

use play to teach procedure or activity, utilize simple words

38
Q

preschooler - ability to learn

A

use simple explanations and demonstrations

39
Q

school-age - ability to learn

A

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

40
Q

adolescent - ability to learn

A

use teaching as a collaborative activity, allow adolescents to make decisions about health and health promotion

41
Q

self-directed - ability to learn

A

critically think, direct their own learning

42
Q

self-directed - ability to learn

A

critically think, direct their own learning

43
Q

self-directed - ability to learn

A

critically think, direct their own learning

44
Q

patient-centered - ability to learn

A

collaborate with adults on topics and goals

45
Q

young and middle-aged adults - ability to learn

A

offer information so adult understands effects of health problem, encourage participation in teaching plan by setting mutual goals

46
Q

older adults - ability to learn

A

teach when client is alert and rested, involve adult in discussion or activity, individualize to the person

47
Q

physical capability influences - 3

A

level of personal involvement
physical health
energy

48
Q

neurosensory issues - 4

A

feel
see
hear
grasp

49
Q

health literacy

A

affects the patient’s ability

50
Q

room - learning environment - 6

A

well-lit
appropriate furniture
quiet
private
good ventilation
comfortable temperature

51
Q

groups - learning environment - 2

A

Appropriate number of participants
right-sized room

52
Q

challenges to teaching - 3

A

conflicting schedules
lack of space and privacy
teaching not seen as a priority

53
Q

challenges to learning - 6

A

physical conditions
phycological conditions
the nurse uses medical terms
An overwhelming amount of behavioral change needed
does not perceive a need for information
lack of support

54
Q

technology-based learning issues - 4

A

lack of social interaction
poor learner motivation
technicals difficulties
lack of access to the internet

55
Q

teaching strategies

A

methods used to present the information being taught

56
Q

content

A

all the information needed to reach the intended goal

57
Q

goal

A

change behaviors to improve patient outcomes

58
Q

scheduling and sequencing - 3

A

present
verify enough time for the topic
short time frames

59
Q

instructional material - 2

A

tools that are used to introduce information and reinforce learning
select appropriate method for the patients learning style

60
Q

teaching tactics - 3

A

keep patient actively involved to support their attention and learning
build on current knowledge
teach while performing nursing care

61
Q

telling

A

instructions are given

62
Q

participating

A

cooperative effort by the nurse with the patient to learn the best process

63
Q

entrusting

A

nurse becomes an observer as the patient performs a skill

64
Q

reinforcing

A

nurse offers a smile or words of affirmation

65
Q

one-to-one instruction

A

one teacher presents to an individual patient, teach while nursing care is provided

66
Q

group instruction

A

students can interact with one another, most effective/ least distractions (6 or less)

67
Q

preparatory

A

provides information prior to a procedure

68
Q

analogy

A

familiar images making complex ones understandable

69
Q

simulation

A

problem solving, application, and thinking

CSON IM1 (28 decks)

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