patient education Flashcards
why is patient education important - 3
component of safe patient-centered care
standard for professional nursing practice
falls within scope of nursing practice
what do we teach - 4
health analogies
restoration of health
coping with impaired function
promotion of health and illness prevention
teaching
transmission of intentionally structured and sequenced information to a recipient
purpose of teaching
produce a change in behavior
teaching utilizes a ________ process that promotes _________
interactive, learning
learning
purposeful acquisition of measurable factors through an experience or external stimulus
factors of learning - 4
new knowledge
attitudes
behaviors
skills
beginning of teaching and learning
a person identifies a need for attaining new knowledge
determine (nursing action)
what patients and families need to know
identify patients - 3 (nursing action)
existing knowledge
learning preferences
readiness to learn
who do you need to teach to - 3
patient
family
caregiver
information essentials - 4 (nursing actions)
accurate
complete
relevant to patient’s needs, language, literacy
timely
nursing goals - 2
assist the patient to make informed decisions regarding their care
promote the patients understanding
cognitive description
includes intellectual behaviors, requires thinking and storage/recall of information
cognitive tools - 2
one-to-one instruction
written materials
cognitive tools - 2
one-to-one instruction
written materials
affective description
expression of feelings, development of attitudes, opinions, or values
affective tools - 2
one-to-one counseling
role play
psychomotor description
acquisition of skills, hands-on skills
psychomotor tools - 2
demonstration/return demonstration
practice
basic learning principles - 4
stimulus to learn
readiness to learn
ability to learn
learning environment
stimulus to learn motivation force
acts on or within a person to cause the person to behave in a particular way
if a person does not want to learn;
unlikely learning will occur
stimulus to learn theory
matches a person’s learning needs and personal preferences, enhances motivation and learning
social learning theory
consider the characteristics of the learner
self-efficiency is the major concept
provides guidance to the educator to develop an effective teaching plan
stimulus to learn- culture
respect the patient identity and needs
stimulus to learn- active participation
implies an eagerness, to acquire knowledge or skills
mental and physical - readiness to learn (attentional set)
the learner is prepared to learn
positive factors - readiness to learn (attentional set)
comfortable environment, presence of family may be useful
obstacles - readiness to learn (attentional set) - 4
physical discomfort
anxiety-high
environmental distractions
presence of family
mental and physical - readiness to learn
the learner is prepared to learn
grieving
allows the patient to accept the reality of their illness or injury and adapt to the 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
the developmental stage of a child determines - 2
capability to learn
types of behaviors that children can learn
infant - ability to learn
hold infant firmly while smiling and speaking softly to convey sense of trust
toddler - ability to learn
use play to teach procedure or activity, utilize simple words
preschooler - ability to learn
use simple explanations and demonstrations
school-age - ability to learn
teach psychomotor skills needed to maintain health, offer opportunities to discuss health problems and answer questions
adolescent - ability to learn
use teaching as a collaborative activity, allow adolescents to make decisions about health and health promotion
self-directed - ability to learn
critically think, direct their own learning
self-directed - ability to learn
critically think, direct their own learning
self-directed - ability to learn
critically think, direct their own learning
patient-centered - ability to learn
collaborate with adults on topics and goals
young and middle-aged adults - ability to learn
offer information so adult understands effects of health problem, encourage participation in teaching plan by setting mutual goals
older adults - ability to learn
teach when client is alert and rested, involve adult in discussion or activity, individualize to the person
physical capability influences - 3
level of personal involvement
physical health
energy
neurosensory issues - 4
feel
see
hear
grasp
health literacy
affects the patient’s ability
room - learning environment - 6
well-lit
appropriate furniture
quiet
private
good ventilation
comfortable temperature
groups - learning environment - 2
Appropriate number of participants
right-sized room
challenges to teaching - 3
conflicting schedules
lack of space and privacy
teaching not seen as a priority
challenges to learning - 6
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
technology-based learning issues - 4
lack of social interaction
poor learner motivation
technicals difficulties
lack of access to the internet
teaching strategies
methods used to present the information being taught
content
all the information needed to reach the intended goal
goal
change behaviors to improve patient outcomes
scheduling and sequencing - 3
present
verify enough time for the topic
short time frames
instructional material - 2
tools that are used to introduce information and reinforce learning
select appropriate method for the patients learning style
teaching tactics - 3
keep patient actively involved to support their attention and learning
build on current knowledge
teach while performing nursing care
telling
instructions are given
participating
cooperative effort by the nurse with the patient to learn the best process
entrusting
nurse becomes an observer as the patient performs a skill
reinforcing
nurse offers a smile or words of affirmation
one-to-one instruction
one teacher presents to an individual patient, teach while nursing care is provided
group instruction
students can interact with one another, most effective/ least distractions (6 or less)
preparatory
provides information prior to a procedure
analogy
familiar images making complex ones understandable
simulation
problem solving, application, and thinking
