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n133 > quiz #2 > Flashcards

quiz #2 Flashcards

1
Q

what is the goal of patient education?

A

assist individuals, families, or communities in achieving optimal health

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2
Q

3 MAIN further goals of patient education?

A

1) Maintaining and promoting health, preventing illness
2) Restoring health
3) Optimizing quality of life with impaired functioning

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3
Q

what is teaching…

A

INTERACTIVE process, promotes learning

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4
Q

when does teaching generally begin?

A

When the person recognizes a need for knowing or acquiring an ability to do something

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5
Q

when is teaching MOST effective?

A

when the teaching addresses learners NEEDS, learning STYLE and CAPACITY

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6
Q

what kind of approach is social learning theory and the nursing process?

A

patient centred approach!

patient is the focus of care

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7
Q

what does the L..E.A.R.N.S model stand for?!

A 
L- LISTEN to patient needs
E- ESTABLISH therapeutic relationships
A- ADOPT an international approach
R- REINFORCE health literacy
N- NAME new knowledge via teach back
S- strengthen SELF-MANAGEMENT via links to community resources
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8
Q

what is prochaska’s transtheoretical Model?

A

can be used a framework to guide nursing health promotion strategies
-an evidence-based model used to explore a person’s motivational readiness to intentionally change health habits
not a linear paradigm
-long-standing habits are heard to break

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9
Q

clients may cycle through the prochaska’s one…

A

OR MORE STAGES SEVERAL times BEFORE permanent change

-opportunity to learn

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10
Q

PRECONTEMPLATION

A

DOES NOT see health problem, no intention of change

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11
Q

CONTEMPLATION

A

awareness of problem, thinking of change, lack of commitment

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12
Q

PREPARATION

A

small tentative steps toward CHANGING, not fully committed consistent action

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13
Q

ACTION

A

STRONG COMMITMENT,

consistent definitive actions to make change reality

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14
Q

MAINTENANCE

A

client stabilize and consolidate gain achieved during action stage

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15
Q

HOW many DOMAINS of learning?

A

3: cognitive, affective, psychomotor

- any topic may involve all or one, any combination

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16
Q

COGNITIVE learning

A
  • all intellectual behaviours requires thinking

- REMEMBERING, UNDERSTANDING, APPLYING, ANALYZING, EVALUATING, CREATING

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17
Q

AFFECTIVE learning

A
  • expression of feelings, and acceptance of attitudes, opinions, values
  • RECEIVING, RESPONDING, VALUING, ORGANIZING CHARACTERIZING
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18
Q

PSYCHOMOTOR learning

A
  • acquiring skills that require integration of mental and muscular activity (ability to walk, eating with a utensil)
  • PERCEPTION
  • SET (READINESS)
  • MECHANISM
  • COMPLEX OVERT RESPONSE
  • ADAPTION
  • ORIGINATION
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19
Q

what is BLOOMS TAXONOMYs guide to writing behaviour objectives in health care (KCAAES)

A
  • KNOWLEDGE- remembering
  • COMPREHENSION- understanding
  • APPLICATION- applying
  • ANALYSIS- analyzing
  • EVALUATION- evaluating
  • SYNTHESIS- creating
20
Q

3 learning types..

A

VISUAL (seeing)
AUDITORY (listening)
KINETIC (doing)

21
Q

what are the 3 main constructs of learning theory?

A

behaviourism
cognitivism
humanism

22
Q

what is behaviourism?

A

-based on learning as reflected in changes in behaviour.
-In the behaviourist school of thought, an act is called a response when it can be traced to the effects of a stimulus.
-behaviourists closely observe responses and then manipulate the environment to bring about the
intended behaviour change.
-to modify a person’s attitude and response, a behaviourist would either alter the stimulus condition in the environment or change what happens after a response occurs.

23
Q

what is cognitivism?

A

Learning is a complex cognitive activity

  • Learner structures and processes information
  • Perception chosen by learner
  • Personal characteristics impact perceptions
  • Importance of social, emotional and physical contexts
24
Q

what is humanism?

A

Focuses on cognitive and affective qualities of learner

  • Learning is self-motivated, self-initiated and self-evaluated
  • Learning is best when relevant to the learner
  • Autonomy and self-determination of learner important
  • Learner is an active participant and takes responsibility for meeting learning needs
25
Q

how are banduras theory and self efficacy related?

A
  • introduced self-efficacy
  • self-efficacy= personal belief in ones ability to execute the actions
  • believed self-efficacy= powerful mediator of behaviour and behaviour change
26
Q

self-efficacy and motivation are..

A

RECIPROCAL processes -increased self-efficacy strengthens motivation= increases the client’s capacity to complete the learning task

27
Q

what is the strongest outcome of self-efficacy

A

mastery of TASKS

28
Q

bandura considers learning to be a social process, what are the three sets of motivating factors?

A

1) Physical motivator: internal, memory of a previous discomfort or a symptom that can’t be ignored
2) Social incentive: praise and encouragement, increasing self-esteem
3) Cognitive motivator: internal thought processes associated with change

29
Q

nursing process and teaching process and usually take place together, however nursing process is..?

A

broader

30
Q

example of teaching process and nursing process together

A
  • Example: determining a patient’s health needs requires assessing all data sources (nursing process), teaching process focus on data sources that reveal the patient’s learning needs, willingness, ability to learn, resources
31
Q

assessment of TP

A
  • nurse determines patient needs

- needs, ability to learn, motivation, teaching environment, resources

32
Q

diagnosis of TP

A

-interprets data to form health focus
-priority setting if there are several needs
-use learning domains to focus on subject matter &teaching method
look at: health maintenance
health seeking behaviours
self management
mastery of health skill
deficient knowledge

33
Q

planning of TP

A

develops teaching plan, sets goals and expected outcomes, works with patient for method

34
Q

implementation of TP

A

implementing teaching plan, depends on nurses ability to analyze assessment data

  • needs to evaluate learning outcomes and determine best methods
  • teaching approaches
  • teaching in nursing care
  • teaching methods
  • language
  • cultural diversity
  • needs of patient with severe illness
35
Q

evaluation of TP

A

pretty much the same as NP

36
Q

Learning depends on? (4)

A

-learning environment
-individuals ability to learn
(emotional and intellectual and physical capability, developmental stage, learning style, motivation to learn

37
Q

task mastery, social, and physical motivation

A

task mastery- desire for achievement
social- need for connection, self-esteem
physical- desire to maintain and improve help

38
Q

teaching as communication- to be a good teacher, nurse must?

A
  • listen empathetically
  • observe astutely
  • speak clearly
39
Q

what did bandura believe were the 3 factors influencing learning?

A

behaviour, environment, personal factors

-reciprocally influence each other

40
Q

BANDURAS 4 step modelling process (ARMM)

A

ATTENTION- observational learning, pay attention
RETENTION- ability to remember
MOTOR REPRODUCTION- ability to carry out behaviour= practice leads to improvement
MOTIVATION- reinforcement and punishment

41
Q

CENTRAL concepts of bandura

A
  • self efficacy
  • self confidence
  • motivation
42
Q

common barriers to learning?

A 
Acute illness/ severe illness
Pain
Prognosis
Biorhythms 
Religion
43
Q

core dimensions of patient teaching strategies

A
  • Establish trust
  • Limit teaching objectives, short sessions
  • Simple terminology
  • Most important info first
  • Slow pace and repetition
  • Relate to examples that have meaning
44
Q

how to construct a teaching plan?

A
  • What does the client already know?
  • What is important for the client to know?
  • What is the client ready to know
45
Q

phases of motivational learning?

A

phase 1: mutually exploring and resoling ambivalence to change
phase 2: strengthening and supporting clients commitment to change
*accept and honour clients right to final decision

46
Q

principles of motivation learning

A 
Avoid arguing 
Express empathy
Develop discrepancy 
Roll with resistance
Support self-efficacy

n133 (2 decks)

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