Week 11 Flashcards
What type learner prefers printed handouts, videos, pictures, charts, diagrams, and appreciates gestures to demonstrate supplemental information?
visual
what type of learner prefers verbal explanation, reading out loud the material, recordings, and appreciates speaking to talk the details out?
Auditory
what type of learner prefers physical activities, simulations, models of equipment to test, and appreciates demonstrations where they can participate?
kinesthetic
What type of learner do you get when mixing (reflective observation) and (concrete experience)?
Diverger: likes discussion
Use: Interactive education, social activities, groups, brainstorming solutions
What type of learner do you get when mixing (reflective observation) and (abstract conceptualization)?
assimilator: likes information
Use: resource guides, websites, independent reviews, evidence, structured plan for practice
What type of learner do you get when mixing (abstract conceptualization) and (active experimentation)?
Converter: likes practicality
Use: active practice, application to real life, case examples, simulation, active problem solving
What type of learner do you get when mixing (active experimentation) and (concrete experience)?
accommodator: likes active creativity
Use: trial and error, active problem solving (outside the box solutions), open ended simulations, field experience (community or home)
What are some Dos when communicating with geriatric patients?
Encourage the patient to take an active role in education by giving him or her time to speak and ask questions.
Pay attention to patient nonverbals and body language.
Lean in.
Use facial expressions (smiling, frowning, others).
Encourage sharing of information, including what the patient already knows about health condition.
Ask open-ended questions’ and encourage the patient to share information.
Accommodate aging sensory changes (visual and hearing impairment especially).
Be empathetic by addressing concerns and fears.
Be patient and open when listening.
Use verbal strategies such as providing rationale, paraphrasing, and summarizing.
What are some Don’ts when communicating with geriatric patients?
Avoid grouping all older adults together as the “same” type of patient requiring the same education. Each patient is unique.
Avoid “elderspeak” or talking to older adults like a child.
Avoid patient taking only a passive listening role.
Avoid stereotyping older adults. Common stereotypes include that older adults are challenging and exhausting to work with.
Avoid medical jargon.
Avoid distancing behaviors like standing over the patient or talking to the patient from across the room.
Avoid taking control over the encounter in a “doctor knows best”
approach.
What are components of respectful communication?
direct, simple, project
How to use the teach back method effectively?
effective:
1) please tell me about (exercise plan) in your own words
2) please share your questions
3) please share your concerns
NOT effective:
1) do you understand your exercises?
2) do you have any questions or concerns?
During the pre contemplation stage, what are the learning characteristics and educational interventions?
Pre contemplation: no acknowledgment of a problem or intent to take action
Learner characteristics: resistant to change (if thinking about change at all), may fear failure, may lack information
Educational interventions: consciousness raising, including personalized information about benefits of targeted activity and risks of current behavior
During the contemplation stage, what are the learning characteristics and educational interventions?
contemplation: acknowledges a problem with behavior but not ready to change
Learner characteristics: may be open to information about benefits of new behavior, may be curious about results that could be obtained from changing, ambivalence is common
Educational intervention: work with individual to identify and reduce barriers to targeted behavior, use role models to reinforce benefits of targeted behavior, continue to provide education about personal risks and benefits
During the action stage, what are the learning characteristics and educational interventions?
action: behavioral change is initiated
Learner characteristics: requires commitment and energy to make it work, may be looking for reinforcement and encouragement
Educational intervention: provide frequent positive reinforcement, log of activity, provide support networks
During the maintenance stage, what are the learning characteristics and educational interventions?
maintenance: behavioral change is ongoing
Learner characteristics: challenge is to sustain behavior and overcome barriers
Educational intervention: encourage setting long term goals, encourage use of support groups and networks
