PT Education Flashcards by Destiny Garcia

Why is patient education important?

essential component of safe, patient-centered care
standard for professional nursing practice
falls within the scope of nursing practice

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What do we teach?

health analogies
restoration of health
coping with impaired functions
promotion of health and illness prevention

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Teaching description

transmission of intentionally structured and sequenced information to a recipient
utilizes an interactive process that promotes learning

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Teaching purpose

produce a change in behavior

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Learning description

purposeful acquisition of measurable factors through an experience or external stimulus

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Learning factors

new knowledge
attitudes
behaviors
skills

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Nursing Action: Determine

what patients and families need and want to know

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Nursing Action: Identifying PT’s

existing knowledge
learning preferences
readiness to learn

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Nursing Action: Information Essentials

accurate
complete
relevant to the PT’s needs
timely

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Nursing Action: Assist and Promote

assist the patient to make informed decisions regarding their care
promote the patient’s understanding: the positive effects of change through education

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Cognitive Description

includes intellectual behaviors
requires thinking, storage/recall of information

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Cognitive Tools

one on one instruction
written materials

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Affective Description

expression of feelings
development of attitudes, opinions, or values

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Affective Tools

one to one counseling
role play

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Psychomotor Description

acquisition of skills
requires coordination and integration
mentally
physically
“hands on skill”

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Psychomotor Tools

demonstration/return demonstration
practice

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Stimulus to Learn: Motivation

the force: acts on or within a person to behave in a particular way

if the person does not want to learn: unlikely learning will occur

Stimulus to Learn: Theory

use a theory: matches a persons learning needs and personal preferences
enhances: motivation and learning

Stimulus to Learn: Culture

respect the patient’s identity and needs
regardless of age, religious practices, social and/or socioeconomic status, physical appearance

Social Learning Theory

consider the characteristics of the learner
self-efficacy is the major concept
provides guidance to the educator to develop an effective teaching plan

Stimulus to Learn: Active Participation

implies an eagerness: acquire knowledge or skills
retain: 10% read, 90% speak and do

Readiness to Learn: Attentional Set

mentally and physically: learner is prepared to learn
positive factors: comfortable environment, presence of family pay
obstacles: physical discomfort, high anxiety, environmental distractions, presence of family

Readiness to Learn: Psychosocial Adaption

process: assists the patient after an incident
illness
injury
both

Psychosocial Adaption: Grieving

allows the patient to:
accept the reality of their illness or injury
adapt to new normal

Psychosocial Adaption: 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 without proper physiological, motor, language, and social development- many types of learning cannot take place

Ability to Learn: Children

the developmental stage of a child determines capability to learn and types of behaviors that children can learn

Ability to Learn: Children (Infant)

hold infant firmly while smiling and speaking softly to convey sense of trust

Ability to Learn: Children (Toddler)

use play to teach procedure or activity utilize simple words

Ability to Learn: Children (Preschooler)

use simple explanations and demonstrations

Ability to Learn: Children (School-Age)

teach psychomotor skills needed to maintain health offer opportunities to discuss health problems and answer questions

Ability to Learn: Children (Adolescent)

use teaching as a collaborative activity allow adolescents to make decisions about health and health promotion

Ability to Learn: Adults

self directed: critically think and direct their own learning patient-centered: collaborate with adults- topics and goals

Ability to Learn: Young and Middle Aged Adults

offer information so adult understands effects of health problem encourage participation in teaching plan by setting mutual goals

Ability to Learn: Older Adults

teach when client is alert and rested involve adult in discussion or activity individualize to the person

Ability to Learn: Physical Capability

influences: level of personal involvement, physical health, energy

Ability to Learn: Neurosensory Issues

feel see hear grasp

Ability to Learn: Health Literacy

affects the patient's ability understand basic healthcare information needed to make appropriate healthcare decisions

Ability to Learn: Other Literacy Issues

patient's ability read, write, speak the same language as the healthcare provider

Learning Environment: Affects the person's attention to instruction

room- well lit, appropriate furniture, quiet, private, good ventilation, comfortable temperature groups- appropriate number of participants

Teacher: Conflicting Schedules

nurse's time patient's availability lack of space and privacy