unit 1 Flashcards
how does teaching benifit nurses?
- Patient education leads to increase competence in self-management
- Variety of positions
- shift from medical model to family and patient entered care
what is the purpose of nurse education.
to increase the competence and confidence of patients to manage their own self-care and of staff and students to deliver high-quality care
what is the benefit of nursing education to patients
- increases quality of care/ life
- improves satisfaction
- ensures continuity of care
benefit of nurse education in general
- reduces incidence of illness complications
- increases compliance with treatment
- decreases anxiety
- maximizes independence
education benefits for nurses
- enhances trust in therapeutic relationships
- improves knowledge and skills
- increases autonomy (working within scope) in practice
benefit of preceptor education for nursing students.
- prepared clinical preceptors
- continuity of teaching/learning from classroom curriculum
- evaluation and improvement of student clinical skills
what is the goal of nurse education
to increase self care responsibility of clients and to improve the quality delivered by nurses
education process
a systematic, sequential, planned course of action on the part of both the teacher and learner to achieve the outcomes of teaching and learning
teaching/ instruction
a deliberate intervention that involves sharing information and experiences to meet the intended learner outcomes
learning
a change in behavior (knowledge, skills, and attitudes) that can be observed and measured, and can occur at any time or in any place as a result of exposure to environmental stimuli
patient education
the process of helping clients learn health-related behaviors to achieve the goal of optimal health and independence in self-care
staff education
the process of helping nurses acquire knowledge, attitudes, and skills to improve the delivery of quality care to the consumer
- new skills developed
- learn from co-workers
what are the characteristics of adult learning?
- Life experience
- Preferred learning style
- Prefer active involvement
- Desire for connection & support
- Social context affects learning
ASSURE Model
assist nurses to organize and carry out the education process.
A- analyze the learner
S- state objectives
S- select instructional methods and materials
U- use teaching materials
R- require learner performance
E- evaluate/ revise the teaching/ learning process
what are the 6 steps to negotiate behaviour change?
1) Build a partnership
2) Negotiate an agenda
3) Assess resistance and motivation
4) Enhance mutual understanding
5) Implement a plan
6) Follow through
SRNA Standards and Foundation Competencies:
Standard I
Professional Responsibility & Accountability #11 – Promotes current evidence-informed best practices
SRNA Standards and Foundation Competencies:
Standard II
Knowledge-Based Practice #26 – Applies a knowledge base from nursing and other disciplines in the practice of registered nursing #34 – Facilitates client engagement in identifying their health needs, strengths, capacities and goals #35 – In collaboration with the client, performs an assessment of physical, emotional, spiritual, cognitive, developmental, environmental, social, and learning needs, including the client’s beliefs about health and wellness. #42 uses principles of primary health care and patient-and-family centered care in developing plans of care #51 – Supports clients through developmental and role transitions across the lifespan #55 – Implements learning plans to meet identified client learning needs
SRNA Standards and Foundation Competencies:
Standard III
Ethical Practice #68 – Supports clients in making informed decisions about their health care
what are the roles of a nurse educator?
-educate: patients and their family members, nursing students, nursing staff, and other agency personnel
Nurses function in the role of educator as:
- the giver of information
- the assessor of needs
- the evaluator of learning
- the reviser of appropriate methodology
barriers to teaching
-those factors impeding the nurse’s ability to optimally deliver educational services.
- lack of time to teach
- inadequate preparation of nurses to assume the role of educator with confidence and competence
- personal characteristics
- low-priority status given to teaching
- non-teaching environment
- doubt that patient education makes a difference
- poor documentation
obstacles to learning
those factors that negatively impact on the learner’s ability to attend to and process information.
- limited time -rapid discharge
- stress of acute and chronic illness, anxiety, sensory deficits, and low literacy
- functional health illiteracy
- lack of privacy
- lack in motivation, compliance, and readiness to learn
- extent of behavioural change required
- lack of support
- denial of need to change
culture
- dynamic lived process inclusive of beliefs, practices, and values
- comprising multiple variables which are inseparable from historical, economic, political, gender, religious, psychological, and biological conditions
cultural safety
- Addresses power differences inherent in health service delivery
- affirms, respects and fosters the cultural expression of clients
- requires nurses to reflect critically on issues of racialization, institutionalized discrimination, culturalism, and health and health care inequities and practise in a way that affirms the culture of clients and nurses
theory
a set of interrelated concepts, definitions, and propositions that present a systematic view of events or situations by specifying relations among variable in order to explain or predict the events or situations
learning theory
a coherent framework of integrated constructs and principles that describe, explain, or predict how people learn
what benefits do learning theories provide?
- Provide information and techniques to guide teaching and learning
- Can be employed individually or in combination
- Can be applied in a variety of settings as well as for personal growth and interpersonal relations
behaviourist learning theories
operates on principle of stimulus-response
Learning is the product of the stimulus conditions
Manipulation of the environment or stimulus can modify responses
Practice aids in the behavior transfer from learning situation to other settings
Respondent (classical) conditioning
Learning occurs as the organism responds to stimulus conditions and forms associations.
-A neutral stimulus (bell) is paired with an unconditioned stimulus–unconditioned response connection until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response
systemic desensitization
Reintroduction of stimulus until fear & anxiety no longer develop
stimulus generalization
early experiences applied to similar stimuli
discrimination learning
differentiates among similar stimuli with expierience
spontaneous recovery
return of old responses with exposure to initial conditions
operant conditioning ( Skinner) : increasing behaviour
- Positive reinforcement & reward conditioning
- Negative reinforcement (escape or avoidance conditioning)
operant conditioning: decreasing behaviour
- Non reinforcement
- Punishment (consequence)
operant conditioning
Reinforcement of responses to increase or decrease behavior
what are the subtypes of operant conditioning
escape conditioning
avoidance conditioning
what are the subtypes of respondent conditioning
Systematic Desensitization
Stimulus Generalization
Discrimination Learning
Spontaneous Recovery
escape conditioning
Response causing an uncomfortable stimulus to stop
avoidance conditioning
Response to anticipation of unpleasant stimulus
cognitive learning theory
Key to learning is change in cognition
- Perceptions, thoughts, memories, ways of processing and structuring information
- Recognition of past experiences, perceptions, ways of thinking, aspirations, expectations, and social influences
Gestalt Perspective
Emphasis upon unique, diverse perceptions, interpretations, and responses
Organization is directed toward simplicity, equilibrium, and regularity
Perception is selective
information processing
Emphasis upon thinking process and how information is incorporated & retrieved
stages of information processing
Stage 1 – Attention
Stage 2 – Processing
Stage 3 – Memory Stage
Stage 4 – Action
what events activate effective learning?
- Gain attention
- Inform of objectives/expectations
- Stimulate recall of prior learning
- Present information
- Provide guidance
- Demonstration of information/skill
- Provision of feedback
- Assess performance
- Application to enhance retention
cognitive development
- changes in perceiving, thinking, and reasoning as individuals grow and mature
- learning is a developmental, sequential, and active process that occurs through interaction with the environment
Piaget’s 4 steps of cognitive development
Sensorimotor
Preoperational
Concrete operations
Formal operations
assimilation
what is perceived in the outside world is incorporated into the internal world, without changing the structure of that internal world, but potentially at the cost of “squeezing” the external perceptions to fit
accommodation
internal world has to accommodate itself to the evidence with which it is confronted and thus adapt to it
vygotsky
need for designed instructor
social constructivism
Perceptions, thoughts, emotions, interpretations, and responses to information are influenced by: Ethnicity Social class Gender Family life Past history Self-concept
cognitive- emotional perspective
Incorporates emotion: Empathy & moral emotions Memory storage & retrieval Emotional intelligence Self-regulation
Benefits:
Appreciation of individuality & diversity
social learning theory
-Personal characteristics of the learner (learner is focus)
-Behavior patterns
-Environment
** role models –> direct experience not necessary for learning
Vicarious reinforcement
-Behaviorist influence
-Perceptions of reward or punishment for behavior of role model
explain the 4 steps of internal process
Attentional Phase
-Observation of role model
Retention Phase
-Storage & retrieval of observations
Reproduction Phase
-Copying of behavior
Motivational Phase
-Influenced by vicarious reinforcement, consequences of behavior, self-reinforcement, punishment
humanism
Individuals are unique with a desire for positive growth
Growth affected by society
Motivational theory
what are the corner stones to learning?
Spontaneity
Emotions & feelings
Right to choices
Human creativity
learning is facilitated by:
Curiosity
Positive self-concept
Environment of respect
Freedom of choice
