Teacching/Learning Flashcards by Kelly vara

Learning

Change in human disposition or capability that persists over a period of time and cannot be solely accounted for by growth

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Teaching

System of activities intended to produce learning

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MCC Nursing Definition of Teaching

processes used to promote and maintain healtha nd reduce risks. implemented in collaboration with the patient, significant support person (s) and other members of the healthcare team

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What is the nursing diagnosis associated with teaching/learning?

Knowledge Deficient: (specify specific topic) r/t etiology

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Definition of knowledge deficient

absence or deficiency of cognitive information related to a specific topic

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Defining characteristics knowledge deficient

verbilization of problem, inaccurate follow-through of previous instruction, inaccurate performance of test, inappropriate of exaggerated behaviors (hysterical, hostile, agitated, apathetic)

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Etiologies of knowledge deficient

lack of exposure, lack of interest in learning, information misinterpretation, cognitive limitation, lack of recall, unfamiliarity with information resources

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What are the learning domains?

cognitive, psychomotor, affective

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Cognitive learning domain

knowledge, intellectual skills, think

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Psychomotor learning domain

skills, ability to perform motor skill taught, do

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Affective learning domain

attitudes, feelings, emotions, interests, attitudes, appreciations, feel

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What influences learning rate and retention?

environment

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What influences the rate and extent of learning?

motivation

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When is motivation to learn the greatest?

When the client recognizes a need to learn

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What influences learning?

anxiety

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Do clients learn better when material proceeds from simple to complex?

yes

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Especially when material is used immediately and frequently, what increases retention of learning?

repetition

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Learning is increased when?

multiple senses are used

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What increases learning rate and retention?

active participation in the learning process

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Clients learn at different?

rates and ways

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What can foster learning and focus the learner’s attention?

teaching aids

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What 3 factors need to be considered when selecting a specific teaching strategy?

patient characteristics, subject matter, available resources

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TEA

Time frame by which learning should occur, expected measurable behavior that the patient will exhibit to demonstrate mastery of the outcome, action verb must be measurable

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Who should determine teaching strategies to meet learning outcome criteria?

RN, patient, patient’s family

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Veterans (born before 1945) style of learning

like the traditional classroom structure, likes to practice alone, not in groups, not likely to ask questions during discussions, likes rote learning and memorization facts

Teaching structure for veterans

give plenty of time to practice new skills alone, consider lecture or lecture discussion format, use pictures and printed materials

Boomers (1945-1960) Learning Style

possess significant professional experience, enjoy working in creative and independent manner, can be sensitive to criticism

Boomers (1945-1960) Teach Structure

consider lecture-discussion (powerpoints), use patient education TV channels, provide printed materials, don't generally like role-play exercises

Generation X (1961-1980) Learning Style

interact with groups, self-directed learning, self-reliant, can be cynical and impatient, are adaptable and informal

Generation X (1961-1980) Teaching Structure

use group teaching sessions, recommend support groups, suggest role-play

Millenials (1981-2000) Generation Y Learning Style

multitaskers, prefer interactive environments, technologically focused

Millenials (1981-2000) Generation Y Teaching Structure

access to internet in patient's room, discuss reliable online resources, use video game and gaming systems

Planning a correct meal learning domain

cognitive

Giving an injection learning domain

psychomotor

Accepted advice about ostomy care learning domain

affective

identified three sources of help learning domain

cognitive

did not participate in counseling session learning domain

affective

changed dressing to a wound learning domain

psychomotor

demonstrated how to take a radial pulse learning domain

psychomotor

joined a support group learning domain

affective

listed side effects of a medication learning domain

cognitive

walked with a cane learning domain

psychomotor

Motivation to learn is greatest when the patient recognizes a need to learn example

i've got to learn this so I can take good care of my baby

motivation influences the rate and extent of learning example

I bring home the bacon in the family. I've got to get this so I can get back to work.

Environment influences learning rate and retention example

I don't want to talk too loud. we may disturb my rommate

anxiety influences learning example

i'm so worried about my cats at home that I can't think about anything else

Patients learn better when material proceeds from simple to complex example

now that I can change the ostomy bag, I'm ready to tackle changing the wafer.

Teaching aids can foster learning and focus the learners' attention example

The RN uses a 10 minute video to present information on the importance of exercise to a group of patients in a weight reduction program

Learning is increased when multiple senses are used exampled

I understood it better when i read the booklet after I watched the video

patients learn at different rates and in different ways example

The nurse advances the date in an outcome for one patient who mastered a dressing change after one attempt, but postpones the date for another patient who did not

active participation in the learning process increases learning rate and retention example

wow, i gave the shot and it didn't hurt at all, i think i can do it ok now

repetition increases retention example

i need to say it ten times to myself before I remember it

The rn speaks to a group about the dangers of smoking teach strategy

lecture

an RN chooses a low calorie meal for herself when having lunch with an obese patient teaching strategy

modeling

an RN performs a bath procedure on a newborn infant in front of several new mothers teaching strategy

demonstration

an RN obtains pamphlets for a mother of a child who is going to have a tonsillectomy teaching strategy

printed materials

one nursing student pretends to be a patient while another student does preoperative teaching on deep breathing and coughing techniques teaching strategy

role playing

an RN uses a videotape to teach a patient about patient controlled analgesia teaching strategy

av materials

an RN describes the symptoms of heart attack and lets patient choose measures to take during and after the attack teaching strategy

discovery

an RN shows a videotape on relaxtion techniques to a chronic pain sufferer teaching strategy

AV materials

an rn shows a diabetic patient how to give an insulin injecting teaching strategy

demonstration

an RN exhanges information with a paitent about the patient's feelings of anxiety about impending surgery teaching strategy

discussion

Illness Teaching TNI

client requires all resources and energy to cope with illness. defer teaching until client is less ill.

Pain Teaching TNI

pain decreases ability to concentrate. conduct a pain assessment before beginning teaching session

Biorhythm Teaching TNI

mental and physical performances have a circadian rhythm. adapt time of teaching to suit client.

Emotions Teaching TNI

emotions require energy and distract from learning. deal with emotions and possible misinformation first

Language Teaching TNI

client may not be fluent in the RN's language. obtain services of an interpreter with appropriate language skills

Culture/Religion Teaching TNI

There may be cultural or religious restrictions on some types of knowledge. assess the client's cultural/religious needs when planning learning activities.

Age Teaching TNI

children have a shorter attention span and vocabulary differences. plan shorter and more active learning activities. vision, hearing, and motor control can be impaired in elders. consider sensory and motor deficits and adapt in teaching plan

Physical Disability Teaching TNI

visual, hearing, sensory, or motor impairments may interfere with a client's ability to learn. plan teaching activities appropriate to learner's physical abilities

Mental disability Teaching TNI

impaired cognitive ability may affect the client's capacity for learning. assess client's capacity for learning and plan teaching activities to complement the client's ability while planning more complex learning for the client's caregivers.

What are the elements of the teaching process that must be documented?

diagnosed learning need, learning objectives, topics taught, client outcomes: evaluation of whether or not they were met, partially met, not met, need for additional teaching, resources provided