Patient Education Flashcards
1
Q
What is the goal of Health Education?
A
The goal is to understand health behavior and translate knowledge into interventions for health enhancement and disease prevention
2
Q
One of the most important roles for a nurse in any health care setting
A
Patient Education
3
Q
Has the ability improve quality, reduce health care costs, help patients make informed decisions about their health care, and allow them to become healthier and more independent
A
Patient Education
4
Q
The nurse ensures that patients, families, and communities receive information needed to promote, restore, and maintain optimal health
A
Patient Education
5
Q
All state Nurse Practice Acts recognize that patient education is a professional responsibility of every nurse
A
Standards for Patient Education
6
Q
Patient education is considered a basic nursing competency
A
Standards for Patient Education
7
Q
As a nurse you need to ensure that education takes place, evaluate if learning occurred, and document all steps of the process
A
Standards for Patient Education
8
Q
To help individuals, families, or communities achieve optimal levels of health, safety, and independence
Health People 2020
Identifies patient education as a key intervention strategy to improve health behaviors
A
Purpose of Patient Education
9
Q
- Maintenance and promotion of health and illness prevention
- Restoration of health
- Coping with impaired functioning
A
Purpose of Patient Education
10
Q
- First aid
- Avoidance of risk factors (e.g. smoking, alcohol)
- Growth and development
- Hygiene
- Immunizations
- Prenatal care and normal childbearing
- Nutrition
- Exercise
- Safety (e.g. in home, car, workplace, hospital)
- Screening (e.g. blood pressure, vision, cholesterol level)
- Lifestyle changes to reduce risk factors (e.g. smoking cessation, substance abuse treatment)
A
Health Maintenance and Promotion and Illness Prevention
of Patient Education
11
Q
Patient’s disease or condition:
- Anatomy and physiology of body system affected
- Cause of disease
- Origin of symptoms
- Expected effects on other body systems
- Prognosis
- Limitations on functions
- Rationale for treatment
- Tests and therapies
- Nursing measures
- Surgical intervention
- Expected duration of care
- Hospital or clinic environment
- Hospital or clinic staff
- Long-term care
- How patient can participate in care
A
Restoration of Health
Patient Education
12
Q
Home care
- Medications
- Diet
- Activity
- Self-help devices
A
Coping with Impaired Function
Patient Education
13
Q
Rehabilitation of remaining function
- Physical therapy
- Occupational therapy
- Speech therapy
A
Coping with Impaired Function
Patient Education
14
Q
Prevention of complications
- Knowledge of risk factors
- Implications of noncompliance with therapy
- Environmental alterations
A
Copping with Impaired Function
Patient Education
15
Q
An interactive process that promotes learning
A
Teaching
16
Q
The purposeful acquisition of knowledge, attitudes, behaviors, or skills
A
Learning
17
Q
- It is impossible to separate teaching from learning.
- Effective teaching relies on effective and continuous communication between the teacher and the learner.
- The teaching process closely parallels the communication process.
A
Teaching & Learning
18
Q
- Teach information that the patient and the family need to make an informed decisions regarding their care.
- Determine what patients need to know.
- Identify when patients are ready to learn.
A
Role of the Nurse in Teaching and Learning
19
Q
- Answer patient’s questions.
- Provide information based on each patient’s health needs or treatment plans.
- Clarify information from sources such as health care providers, newspapers, television, and the internet.
A
Nurses’ ethical responsibility to teach patients
20
Q
Includes all intellectual behaviors and requires thinking
A
Cognitive Domain of Learning
21
Q
Deals with expression of feelings and acceptance of attitudes, opinions, or values
A
Affective Domain of Learning
22
Q
Involves acquiring skills that require integration of mental and muscular activity
A
Psychomotor Domain of Learning
23
Q
- Thinking
- Memory
- Recognition
- Understanding
- Problem Solving
- Application
- Reasoning
A
Cognitive Domain of Learning
24
Q
Knowledge or mind based; has three practical instructional levels including fact, understanding, and application.
A
Cognitive Domain of Learning
25
- Feeling
- The way we deal with things emotionally
- Feelings, values, motivation, attitudes
Affective Domain of Learning
26
Includes changes in attitude and the development of values. Nurse is trying to influence feel, think, and value.
Affective Domain of Learning
27
- Acting
- Physical movement
- Coordination and use of motor skills
- Development of skills requires practice
Psychomotor Domain of Learning
28
- Performance of Skills.
- Emphasize motor skills.
- Must have the necessary ability, must have a sensory image, opportunities to practice.
- Skill based
Psychomotor Domain of Learning
29
The three practical instructional levels include imitation, practice, and habit.
Psychomotor Domain of Learning
30
Domain is steeped in a demonstration delivery and the first level, imitation, will simply be a return of the demonstration under the watchful eye of the instructor.
Psychomotor Domain of Learning
31
The practice level will be a proficiency building experience that may be conducted by the student without direct oversight of the instructor.
Psychomotor Domain of Learning
32
The habit level is reached when the student can perform the skill in twice the time that it takes the instructor or an expert to perform.
Psychomotor Domain of Learning
33
The delivery is demonstration and proficiency building in nature.
Psychomotor Domain of Learning
34
The evaluation will be a performance or skill test. The content that is needed to be known to do the skill is cognitive and should be treated accordingly.
Psychomotor Domain of Learning
35
Teaching above or below the client’s level of understanding may lead to frustration and discouragement .
Cognitive Domain of Learning
36
Knowledge or mind based. It has three practical instructional levels including fact, understanding, and application.
Cognitive Domain of Learning
37
The fact level is a single concept and uses verbs like define, identify, and list.
Cognitive Domain of Learning
38
The understanding level puts two or more concepts together. Typical verbs for this level include describe, compare and contrast.
Cognitive Domain of Learning
39
Delivery in this domain is typically a lecture/presentation and the evaluation will be subjective and objective test items.
Cognitive Domain of Learning
40
The application level puts two or more concepts together to form something new. Typical verbs at this level include explain, apply, and analyze.
Cognitive Domain of Learning
41
Includes changes in attitude and the development of values. Nurse is trying to influence feel, think, and value.
Affective Domain of Learning
42
The affective domain is based upon behavioral aspects and may be labeled as beliefs.
Affective Domain of Learning
43
The three levels in the domain are awareness, distinction, and integration. The verbs for this domain are generally limited to words like display, exhibit, and accept and these apply at all levels.
Affective Domain of Learning
44
The first two levels are really cognitive; integration is behavioral and requires the learner to evaluate and synthesize.
Affective Domain of Learning
45
The content in this domain will usually involve discussions. The testing in the first two levels will be cognitive, whereas the third level will require an affective checklist.
Affective Domain of Learning
46
A patient newly diagnosed with diabetes needs to learn how to use a glucometer. Use of a glucometer constitutes which domain of learning:
Psychomotor learning
47
4 Categories of Basic Learning Principles
1. Motivation to learn
2. Ability to learn
3. Learning styles
4. Learning environment
48
Addresses the patient’s desire or willingness to learn
Motivation to learn
49
Depends on physical and cognitive abilities, developmental level, age-group, physical wellness, and thought processes
Ability to learn
50
Affects a person’s preferences for learning
Learning styles
51
Makes for a pleasant or difficult experience
Learning environment
52
An internal impulse such as emotion that guides behavior
Motivation
53
The mental state that allows the learner to focus on and understand a learning activity
Attentional set
54
- Needs, previous knowledge, attitudes, and sociocultural factors
- Physical discomfort, anxiety, fatigue, nausea, and environmental distractions
- Actively involving patients and allowing them to make decisions enhances learning
- Adapting what they need to learn to their day today lifestyle.
Motivation to learn
55
- Introduce a teaching plan when your patient enters the stage of acceptance, which is most compatible with learning.
- Continue to teach as long as the patient remains in a stage conducive to learning.
Readiness to learn
56
- Developmental capability
- Cognitive development
- Prior knowledge
- Age group
- Physical capability
- Level of physical development
- Physical health
- Fatigue
Ability to learn
57
- Well lit
- Good ventilation
- Appropriate furniture
- Comfortable temperature
- Quiet
- Private
Learning environment
58
Integrating the Nursing and Teaching Process
1. Assessment
2. Patient expectations
3. Motivation to learn
4. Learning environment
59
- Assessment is the only way to individualize the patient teaching needs
- Determines the motivation to learn
- Choice the best teaching method
Step 1: Assessment
| Integrating the Nursing and Teaching Process
60
- You and your patient determine the critical information that they need to know
- Ask what they expect to learn
- Assessing the learners needs is ongoing
- Learning Domains
Step 2: Patient expectations
| Integrating the Nursing and Teaching Process
61
Ask question to determine their level of motivation
- Can’t teach a learner that is not motivated
- Identify what their barriers are
Step 3: Motivation to learn
| Integrating the Nursing and Teaching Process
62
- Favors the learner
- Distractions
- Noise
- Comfort
- Teaching equipment
- Lighting
- Space
Step 4: Learning environment
| Integrating the Nursing and Teaching Process
63
Includes what the patient knows and understands. All intellectual behaviors in the cognitive domain, including:
- Acquisition of knowledge
- Comprehesnin (ability to understand)
- Application (using abstract ideas to concrete situations)
- Analysis (relating ideas in an organized way)
- Synthesis (reorganizing parts of information as a whole)
- Evaluation (judging the worst of a body of information)
Cognitive learning
64
Includes the patient's feelings, attitudes, opinion, and values. The affective domain is sometimes hard to identify, but it greatly affects the success of education, either positively or negatively. Includes active listening and responding with a consistent value system
Affective learning
65
Occurs when the patients acquires skills that require the integration of knowledge and physical skills.
Ex: learning to walk with a walker.
Psychomotor learning
66
When a teacher translates complex language or ideas into words or concepts that a patient understands
Analogies
67
The mental state that allows a learning to focus on and understand the material
Attentional set
68
Includes patients' reading and mathematics skills, comprehension, the ability to make health-related decisions, and successful functioning as a consumer of health care
Health literacy
69
The purposeful acquisition of new knowledge, attitudes, behaviors, or skills
Learning
70
Describes what the patient will be able to do after successful instruction; clearly state the purpose of the teaching and the expectations of the teaching sessions.
Learning objectives
71
Internal impulse such as an emotion or need that prompts, guides, and sustains human behavior
Motivation
72
Using a stimulus that increase the probability of a response
Reinforcements
73
The patient complete the procedure independently to show competence
Return demonstration
