Patient Teaching Flashcards
Adults are ______ learners. ______ to learn arises from life’s changes. Past ______ are resources for learning. Adults learn best when the topic is of ______ value. Adults approach learning as problem ______. Adults see themselves as ______. Adults ______ learning when conditions are incongruent with their self-concepts.
Independent Readiness Experiences Immediate Solving Doers Resist
People that must see something done by demonstration, diagrams of process, pictures, or list of steps have a ______ learning style.
Visual
People that must listen and talk about what they are learning have a ______ learning style.
Auditory
People that must get their hands on something to demonstrate how it works and like to handle equipment and practice skill have a ______ learning style.
Hands-On
We remember ______% of what we read, ______% of what we hear, ______% of what we see, _______% of what we see and hear, _______% of what we say and _______% of what we say and act
10 20 30 50 80 90
______ learning includes all intellectual behaviors that require thinking
Cognitive
______ learning is expression of feelings and acceptance of attitudes, opinions, or values
Affective
______ learning is acquisition of skills that require the integration of mental and muscular activity
Psychomotor
What are the 5 steps in teaching and learning process?
- Assess patients educational needs
- Establish learning goals, objectives and outcomes
- Do teaching (patient and/or family)
- Evaluate what patient has learned
- Document process
- Assess Patient Learning Needs
Collect as much _______ as possible, patient ______ of condition and current situation, determine appropriate ______ for teaching by asking how they learn best, Want to know vs ______ to know, look for cues about patients interest and level of ______, address any ______ that will make it difficult for patient to follow treatment program
Information Perception Mode Need Understanding Barriers
- Establish Learning Objectives
Establish learning needs. Merge what patient ______ to know with information/skills patient ______ to know.
Wants
Needs
- Teach Patient and/or Family
Let pt know about teaching plan in _______. Budget ______ to avoid interruptions. Take physical/mental ______ into consideration. Make teaching ______ as pleasant and comfortable as possible (pain control, decrease distractions). Use ______ patient can understand.
Advance Time Disabilities Environment Language
- Evaluate Your Teaching
_______ evaluate while you teach & after session is completed. Validate patient ______ instructions you provided (watch for verbal cues). Encourage pt to ask questions. Have pt repeat instructions to assure ______. After ______ technique to pt have them do return and/or verbalize what they just learned. Give praise and encouragement when pt shows effort or progress.
Continually
Understands
Comprehension
Demonstrating
- Document
Helps maintain ______ and continuity of teaching . Avoids ______ and allows others to review previous teaching and continue to new topic or re-enforce. Provides picture of progress of teaching goals and ______ if goals met or not. Attests you fulfilled your professional obligation to communicate pt health information. Document who was taught and what and when you taught and learner ______ to teaching.
Consistency
Duplication
Validates
Response
Potential topics for patient learning goals (5)
Medical Diagnosis (diabetes, HTN) Nursing problem (fatigue, wound care) Patient concerns (appearance, finances) Diagnostic or therapeutic procedures (cononoscopy prep) Behavior/knowledge to take care of self (dressing change, medications)
