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Professional Nursing Concepts 2 > Patient Education > Flashcards

Patient Education Flashcards

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1
Q

What are the different learning domains of Patient education?

A
  1. cognitive- thinking
  2. Affective- feeling
  3. psychomotor- the skill
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2
Q

How would you use the cognitive domain of learning?

A

teach the patient one their developmental level, and use their learning style to effectively teach

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3
Q

How would you use the affective domain of learning?

A

Have the patient reflect on their day.

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4
Q

How would you use the psychomotor domain of learning?

A

Teach the patient how to change a dressing and see if they can do it on their own

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5
Q

What are some factors that show that the patient is ready to learn?

A
  1. The person’s behavior coincides with medical/health advice
  2. they are not worried about getting back to their family
  3. when the timing is right
  4. When they start asking what they should do to help their care
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6
Q

What people should be included in patient education and why?

A

Parents, primary caregivers, spouses, and family members should be included because they are all involved in the pts care after they leave the healthcare facility.

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7
Q

What are some different strategies a nurse can use to teach their patients?

A
  1. have the patient write things down
  2. have the patient repeat things back to you
  3. Do the teaching in small sessions
  4. ask for a return demonstration
  5. provide repetition
  6. allow time for questions
  7. reading material at the 5th-grade level using nonmedical terminology
  8. Use stories to help relate information.
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8
Q

How do you know the patient is motivated to learn?

A
  1. the pt asking questions about how to care for themselves
  2. the pt asking for resources
  3. the pt listening and asking questions about discharge instructions or teaching
  4. the pt being involved in their care
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9
Q

What are the lifespan considerations for children regarding patient teaching?

A
  1. assess the child’s developmental level
  2. be directed toward the parent or primary caregiver
  3. Provide basic instructions at the child’s level
  4. Establish trust by addressing the child by name
  5. use a safe environment and a calm approach
  6. use props to demonstrate procedures
  7. Allow the patient to play with the equipment
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10
Q

What are the lifespan considerations for adolescents regarding patient teaching?

A
  1. assess the developmental level
  2. assess independence from parents
  3. acknowledge and respect fears and feelings
  4. use a calm environment
  5. involve pt in teaching effort facilitates trusting nurse-patient relationship
  6. focus on safety consequences and personal responsibility
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11
Q

What are the lifespan considerations for adults regarding patient teaching?

A
  1. developmental level, unique learning preferences, educational level, and cultural influences
  2. gather subjective and objective data
  3. allow time for questions and practice
  4. provide feedback, reassurance, support
  5. emphasize and prompt the importance of positive health practices
  6. actively involve pts in their care
  7. remember that nurses cannot control pts responses or change their habits
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12
Q

What are the lifespan considerations for older adults regarding patient teaching?

A
  1. focus on health promotion, disease management, illness/injury prevention, teaching with regard to meds and therapies for chronic illnesses
  2. center on nutrition, physical activity, personal safety, meds, need for follow-up health care appointments
  3. address aging factors that influence comprehension
  4. develop teaching plans ensuring maximal learning can occur
  5. allow adequate time for processing information and provide repetition
  6. include significant others or primary caregivers
  7. calm and peaceful environment
  8. allow time for questions and practice
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13
Q

What are the lifespan considerations for people with special needs regarding patient teaching?

A
  1. perform a complete assessment of the home environment, support system, and developmental level.
  2. Special needs patients could be homeless or not a 5th-grade education level
  3. doors in the home need to be at lead 36 in wide
  4. stress the importance of interprofessional interventions
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14
Q

What criteria allows the nurse to know that the patient understands patient education?

A
  1. they can repeat the information back to the nurse
  2. they can accurately demonstrate the teaching
  3. holds the learner’s interest
  4. involves the learner in the learning process
  5. they reach the goals for the teaching process
  6. the patient is compliant with the healthcare advice
  7. the pt is adhering to care after teaching
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15
Q

preparing an educational experience for a group: what, when, how to present material, cultural needs

A
  1. group discussions are good for adults
  2. non-English speaking= get an interpreter and find out healing beliefs
  3. It is best to start the class when a group has gathered. You don’t have to wait until everyone is there
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16
Q

What is documented about patient teaching?

A
  1. Patient toleration
  2. pt adherence
  3. developmental level of the pt
  4. home environment of the patient
  5. the goal of the patient teaching
  6. support services offered
  7. methods used for teaching
17
Q

What can teaching be affected by?

A
  1. Federal and state regulations
  2. pt’s age, cultural, and socioeconomic background
  3. pt’s primary language, previous knowledge, and experience
  4. information and resources available via the internet
18
Q

If the nurse gives the patient printed discharge instructions, what may indicate that that may not be able to read well?

A

If they say that they will look at it later.

19
Q

When may a healthcare provider need to be involved in patient teaching?

A

When pts might misinterpret health teaching or pts education needs are beyond the nurse’s scope of practice or knowledge base

20
Q

What are the characteristics of effective teaching?

A
  1. holds learner’s interest
  2. involves the learner in the learning process, creating a partnership between the teacher and learner
  3. fosters positive self-concept in learner
  4. is appropriate for learner’s age, condition, and abilities
  5. Sets realistic goals directed at helping learner meet his/her objectives
  6. uses accurate, current, evidence-based information from reliable sources
  7. Uses several methods of teaching
21
Q

Why may patient teaching be difficult for cancer patients?

A

They may feel like there is no use in teaching because they are going to die. The reason for teaching is to improve the quality of what life they have left.

22
Q

What are the aspects of learning?

A
  1. learning needs: desire or requirement to know something currently unknown to the learner
  2. Compliance: the individual’s desire to learn and act on learning
  3. Adherence: attachment to a prescribed regimen
23
Q

Why do adult learners differ from children learners?

A
  1. need to know why they should learn something
  2. have accumulated experience that can enhance current learning
  3. are often ready to learn what must know to take care of themselves
24
Q

What are the factors that facilitate learning?

A
  1. motivation to learn
  2. readiness to learn
  3. active involvement in the learning process
  4. The relevance of the information being learned
  5. Feedback about that person’s performance in relation to the desired goal
  6. Nonjudgmental support
  7. Information that proceeds from simple to complex
  8. Repetition of key concepts and facts
  9. Timing
  10. optimal learning environment
25
Q

Why is timing important in teaching?

A
  1. People learn best when there is a short interval between learning and using what they have learned
  2. The longer the time interval, the easier it is to forget new skills or information
26
Q

What are some barriers to learning?

A
  1. Emotions: fear, anger, depression, anxiety
  2. physiologic events: illness, pain, sensory deficits
  3. Cultural aspects: different language, beliefs, values from those of the healthcare team
  4. Psychomotor ability: Muscle strength, energy, motor coordination, sensory acuity
27
Q

For a patient with COPD, what do you need to assess before giving them teaching?

A

See if they have the muscle strength to get up and walk 25 feet

28
Q

Why can getting information about health from the internet be dangerous?

A
  1. they are unreliable and often questionable.
  2. Pts do not know how to distinguish trustworthy from false, and potentially dangerous health advice
  3. The nurse must first carefully vet websites for reputability, accuracy, and ease of understanding
29
Q

If a young teen is pregnant with alcohol on her breath, what should the nurse focus their teaching on?

A

Focus teaching on safety and how to take care of herself and not cause harm to her fetus.

30
Q

If a pt is getting frustrated, what can you do to help them?

A
  1. ask them if they need help
  2. reinforce value and confidence
  3. evaluate pt understanding
  4. allow time for input that they might have
31
Q

If a pt is diabetic, what is some teaching that you could do when they have a foot ulcer?

A
  1. ask what they know about changing a dressing on their foot
  2. They may not know how to do a different type of dressing. Maybe they do not know what a wet and dry dressing is
32
Q

How should you teach someone about colostomy care?

A
  1. do it in small sessions multiple times
  2. make sure significant other and caregiver is there
  3. observe the pt changing out the colostomy
33
Q

For a pt with Alzheimer’s disease, what teaching should be done for the caregiver?

A
  1. safety in the home
  2. pts tend to wander around, make sure that they don’t open up the door, and walk out.
  3. understand dementia behaviors
  4. get caregiver dementia behaviors
  5. get caregiver stress relief
  6. live in their world as long as it’s safe
  7. Nutrition= give them finger food as they are wandering
  8. Support services= respite care, Medicaid, etc.

Professional Nursing Concepts 2 (8 decks)

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