patient teaching Flashcards
What is patient education?
Defined as the process by which the patient comes to comprehend his or her physical condition and self-care by the use of various medians and experiences
Nurse as Educator
- Provision of nursing care beyond here and now
- Impacts patient outcomes
- patient teaching takes practice and commitment
- Education must be planned, thought out, and intentional
Where does teaching occur?
- Acute care/primary care settings
- In the community
- In the context of teaching professional colleagues (continuing ed, in service programs, and staff dev)
- Experienced nurses teaching novice nurses
Assessment for Individualized Teaching
- Patient motivation
- Use MI techniques
- Assess patient learning needs and styles
- Base teaching techniques on learning styles
Principles of learning
Patients learn when:
- They feel actively involved in the process
- there is respect and trust between them and the “teacher”
- They are working on something that meets their needs
- Nurse is supportive and non-judgmental; patients need to be able to express their own ideas, beliefs, concerns
Learning domains
Cognitive, psycho motor, affective
Cognitive domain
Information area
-evaluating: direct observation of behavior, written measurements, oral questioning, self reports and self monitoring
Psychomotor domain
Deal with motor skills
-Evaluating: observing how patient carries out a procedure
Affective domain
Deals with attitudes and feelings
-Evaluating: listening to patient’s response to questions, noting how a patient speaks about relevant subjects, and observing the patients behavior that expresses feelings and values
Effective strategies for learning
- Demonstration, return demonstration and “teach back, tell back”
- Engage the learner
- Use visuals, models, dolls, and realistic medical equipment in teaching
- Involve every possible resource
- Think about resources available after discharge
Teaching tips
Learning occurs every time the nurse enters the patient’s room
Patients need time to practice, practice practice
Tools for educating
- Verbal instructions: need to be at patient’s level of comprehension
- Written instructions: need to be clear and concise
- Demonstration: go slow, break skill into parts as needed
- Other: video, patient group, 3d models
Factors affecting learning
-Age and dev stage
What is edu level? How well do they read? What are the english language skills? Does patient see and hear well? Would patient like to involve a significant other in the process
Teaching & documenting psychomotor skills
Teaching pitfalls:
- most common mistake is making treatment regimen too complex
- Giving patient too much to do with little specific instruction
- Not having enough time in a teaching session
Teaching those withe low literacy levels
- use multiple teaching levels
- emphasize key points in simple terms with examples
- Limit amount of info in a single session
- avoid acronyms
- Associate new info with something the patient already knows
