Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

NURS 3520 - Patient Education > Week 2 > Flashcards

Week 2 Flashcards

1
Q

throughout the learning process, nurses should be: (6)

A
  • assessing problems or deficits
  • providing imp infor and presenting it in unique and approp way
  • identifying progress being made
  • giving feedback and follow up
  • reinforcing learning in the attainment of new knowledge, skills, and sttitudes
  • evaluating learners’ abilities
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what is the first step in the process of pt education? whats included in this

A

learner assessment:

  • assess their learning needs
  • preferred learning style
  • readiness to learn
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

learner assessment includes (5)

A
  • finding out what pts already know and believe
  • what they want and need to learn
  • what they are capable of learning
  • their attention: factors affecting their ability to concentrate and focus
  • memory and recall : challenges
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what are some factors that influence a pts capacity and motivation to learn

A
  • situational psychological states:

ex. anxiety, depression, fear, and acceptance or denial of illness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what are learning needs

A
  • defined as gaps in knowledge that exist between a desired lvl of performance and the actual lvl of performance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what should be assessed in one’s evaluation of learning needs (9)

A
  • identify the learner & how many needs they have
  • identify the learner’s target
  • choose the right setting
  • collect imp info about the learner
  • involve members of the healthcare team
  • assess prior learning: what they know, understand, and believe
  • consider personal time management
  • determine availability of educational resources
  • prioritize needs
  • take time management issues into account
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what is an appropriate setting to conduct a learner’s assessment

A
  • trusting, private, and confidentiality
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what is imp info to collect from the learner (4)

A
  • health issues which are of concern to ur patient
  • eval how much they already know
  • what social supports are available
  • help them define their own problems
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

why is it important to prioritize needs

A
  • if multiple needs, need to determine which is the most important to address first
  • will help avoid the mistake of overeducating or underwhelming the pt
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what are the 3 criteria for prioritizing learning needs

A
  • mandatory
  • desirable
  • possible
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what are mandatory learning needs

A
  • needs that must be learned for survival when the learner’s life or safety is threatened
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

what are desirable learning needs

A
  • needs that are not life-dependent but are related to well-being
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what are possible learning needs

A
  • needs for info that are “nice to know”
  • not essential or required
  • need might not be directly related to daily activities or the particular situation of the learner
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what are 5 methods to assess learning needs

A
  • informal convo
  • structured interviews
  • questionnairs
  • observations
  • eval of documentation (ex. IPN detailing that a pt did not understand something)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what are the 3 determinants of learning

A
  • learned needs (what they need to learn)
  • readiness to learn (when the learner is receptive, willing able to participate in the learning process)
  • learning style (how the learner learns best)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what assessment is used t determine a pt’s readiness to learn

A

PEEK assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

what does each letter in the PEEK assessment stand for

A

Physical readiness
Experiential readiness (refers to learners past learning experiences)
Emotional readiness
Knowledge readiness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what does physical readiness include (5)

A
  • measures of ability
  • complexitiy of task (more complex the task, harder it is to achieve)
  • enviro effects
  • health status
  • gender
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

what is measures of ability

A

ability to perform a task

  • do they have adequate strength, flexibility, coordination, and endurance?
  • are all sense intact?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

what are environmental effects

A

want an enviro favorable to learning and holding the pts attention

  • loud noise?
  • distractions?
  • is there a stressful time limit to learning? (ex. only 15 min and it is a complex task)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what impact does health status have on physical readiness to learn

A
  • consider if an acute or chronic illness
  • does the person have enough energy to learn?
  • if the pt is acutely ill, they focus their attention and energy on the physiological and psychological demands of the illness = learning minimal –> learning in this case should only be r/t tests, treatment, pain, etc.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

what impact does gender have on readiness to learn

A
  • men are typically less receptive to healthcare intervention than women
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

what does emotional readiness include? (6)

A
  • anxiety lvl
  • support system
  • motivation (determine lvl of motivation, not necessarily reasons)
  • risk-taking behavior
  • frame of mind (involves concern about the here and now vs the future)
  • developmental stage
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

what impact does anxiety lvl have on emotional readiness to learn?

A
  • some degree of anxiety is a motivator to learn, but too high or low anxiety can be a barrier
  • people w low lvls of health related anxiety are less motivated to learn –> not driven to take steps to maintain their health
  • emotional readiness tends to be highest when the pt is experiencing moderate anxiety
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

what does experiential readiness include (5)

A
  • level of aspiration
  • past coping mechanisms
  • cultural background
  • locus of control
  • orientation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

what is lvl of aspiration

A
  • the extent to which people want to change or acquire new knowledge or behaviors
  • previous successes and failures influences the goals learners set for themselves
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

what impact does past coping mechanisms have on experiential readiness

A
  • consider how the pt has dealt with stress before and if it was effective, and if it will work well in the present situation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

what is locus of control and does it impact their readiness to learn

A
  • people w an internal locus of control feel that their fate is in their hands and feel motivated to learn –> drive to learn comes from the learner
  • people w external locus of control are driven by outside forces –> depend on expectations and initiatives of others to get motivated to learn (= nurses responsibility to motivate them)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

what does orientation include r/t readiness to learn

A
  • tendency to adhere to a parochial or cosmopoliitan point of view
  • are they close minded, conservative, less willing to learn new ideas, place most trust in authorative figures? = parochial
  • are they receptive to new ideas, new ways to do things, more worldly perspective on life? = cosmopolitan
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

what impact might cultural background have on readiness to learn (3)

A
  • influences what the illness means to the person
  • try to build on their belief system if possible
  • may cause language barriers
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

what does knowledge readiness include? (4)

A
  • present knowledge base
  • cognitive ability
  • learning disabilities
  • learning styles
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

how can learning styles be determined? (3)

A
  • thru observation
  • interviews
  • use of learning style tools and instruments
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

what are learning styles? why is there some controversy about learning styles

A

= refers to the way individuals process info

- may be preferences rather than definitive style

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

what should you consider regarding learning styles

A
  • developmental stage

- contexts of individual’s life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

who is Carl Jung and what did he do? (4)

A
  • psychologist who defined the terms extravert and introvert
  • created the idea of personality “types” – each with charcteristics patterns and preferences
  • thinking vs feeling
  • introversion vs extraversion
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

who is Myers Briggs and what did she do? (2)

A
  • added judgement-perception

- 16 personality types

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

what is Kolb experiential learning model

A
  • model represented as a cycle of learning
  • describe learning as a continuous process
  • in this model, the learner is not a blank slate, but rather approaches a topic to be learned based on past experiences, heredity, and the demands of the present enviro
  • created learning concepts based on how people percieve and process info
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

the dimension of perception has 2 opposing viewpoints:

A
  • some learners perceive thru concrete experience

- where others perceive thru abstract conceptualization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

the dimension of process has 2 opposing orientation:

A
  • some process thru reflective observation

- some process thru active experimentation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

what are the 4 pairs of opposing personality types identified by Myers and Briggs (4)

A
  • extravert/intravert
  • sensing/intuitive
  • thinking/feeling
  • judging/perceiving
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

kolb describes each learning style as…

A
  • a combo of the four basic learning modes (concrete experience = feeling, abstract conceptualization = thinking, reflective obs = watching, active experiementation = doing)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

what are the 4 learning styles based based off Kolb’s experiential learning model

A
  • accommodator
  • diverger
  • converger
  • assimilator
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

what is the diverger

A
  • combines the learning modes of CE and RO
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

people w the diverger learning style like to: (8)

A
  • view concrete situation from many points of view
  • observe, gather info, and gain insights rather than take action
  • working in groups
  • high value on understadning for knowledge’s sake
  • personalize learning by connecting info with something familiar in their experiences
  • active imaginations
  • enjoy being involved
  • sensitive to feelings
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

what is the assimilator

A
  • combines the learning modes of RO and AC
46
Q

describe the learning style of the assimilator

A
  • ability to understand lrg amts of info by putting it into concise, logical form
  • less interested in people
  • more focused on abstract ideas and concepts
  • good at inductive reasoning
  • value theory over practical applicaytion
  • need time to reflect on what has been learned and how info can be integrated into their past experience
  • ## rely on knowledge from experts
47
Q

how do assimilators learn best (3)

A
  • one-on-one instruction
  • lecture
  • self- instruction methods with ample reading materials
48
Q

what is the converger

A
  • combines learning mods of AC and AE
49
Q

describe the learning style of the converger (6)

A
  • find practical application for ideas and theories
  • ability to use deductive reasoning to solve problems
  • like structure and factual info
  • look for specific solutions to problems
  • prefer technical tasks than dealing w social and interpresonal issues
  • have skills imp for specialist and technology careers
50
Q

how do convergers learn best

A
  • thru demo accompanied by handouts and diagrams
51
Q

what is the accommodator

A
  • combines learning mods of AE and CE
52
Q

describe the learning style of the accommodator (6)

A
  • learn best by hands-on experience
  • enjoy new, challenging situations
  • act on intuition and gut feelings rather than logic
  • like to explore all possibilities
  • learn by experimenting w materials and objects
  • learn best via role play, gaming, computer simulations
53
Q

what type of learning style in most challenging to nurses? why?

A
  • accommodators

- demand new & exciting experiences, and are willing take risks that may endanger their safety

54
Q

what are gardeners 8 types of intelligence in children

A
  • linguistic
  • logical-mathematical
  • spatial
  • musical
  • bodily-kinesthetic
  • interpersonal
  • intrapersonal
  • naturalistic
55
Q

describe linguistic intelligence (5)

A
  • highly developed auditory skills and think in words
  • like writing, telling stories, spelling, reading
  • can recall names, places, dates
  • learn best by verbalizaing, hearing, or seeing words
  • word games and crosswords
56
Q

describe logical-mathematical intelligence (7)

A
  • explore patterns, categories, relationships
  • question may things
  • ask where, when, what
  • do arithmetic problems quickly in their heads
  • like to learn w computers
  • do experiments to test concepts
  • enjoy strategy board games
57
Q

what is spatial intelligence (5)

A
  • learn by images and pictures
  • enjoy building blocks, pizzles, daydreaming
  • like to draw & do art
  • read charts and diagrams
  • learn w visual methods like pictures and videos
58
Q

describe musical intelligence (3)

A
  • found singing, indicating when a note is off key, play instruments, dance, keep time rhythmically
  • sensitive to sounds in the enviro
  • learn best w music in the background
59
Q

describe bodily-kinesthetic intelligence (6)

A
  • learn by processing info thru bodily sensations ex. moving around, acting things out
  • difficult to sit still for periods of time
  • good at sports
  • highly developed fine-motor coordination
  • use body language to communicate
  • copying people’s behaviors or movements comes easily for them
60
Q

describe interpersonal intelligence (6)

A
  • understand people
  • notice other’s feelings
  • tend to have many friends
  • gifted in social skills
  • learn best in groups
  • gravitate toward activities that involve others in problem solving
61
Q

describe intrapersonal intelligence (7)

A
  • have strong personalities
  • prefer the inner world of feelings & ideas
  • like being alone
  • private individuals
  • desire quiet area to learn and prefer to be by themselves
  • self-directed and confident
  • learn well w independent, self-paced instruction
62
Q

describe naturalistic intelligence (3)

A
  • can distinguish and categorize objects or phenomena in nature
  • enjoy subjects, shows, and stories dealing w animals or naturally occurring phenoma
  • keenly aware of their surrounding & subtle changes in enviro
63
Q

what is a good teaching approach for a child w linguistic intelligence

A
  • practice quizzes
64
Q

what is a teaching approach for a child w spatial intelligence

A
  • diagrams and charts

- storytelling

65
Q

what is a teaching approach for a pt with kinesthetic intelligence

A
  • model that can be left out, taken apart, manipulated

- act-out appropriate behavior

66
Q

what is a teaching approach for logical-mathematic intelloigence

A
  • group concepts into categories
  • start w simple generalizations or health behaviors
  • reasoning works well to show a child the consequences of action
67
Q

what is a teaching approach for a pt with musical intelligence

A
  • teach self-care or material by putting it into song

- soft music can help relax

68
Q

what is a teaching approach for a pt with interpersonal intelligence

A
  • have group of children play a card game that matches health info with medical pictures or picturs of healthcare activities & procedures
69
Q

what is a teach approach for a pt with intrapersonal intelligence

A
  • suggest they write to friends, family, or local & state government officials to advocate for disease research
70
Q

what is a teaching approach for a child w naturalist intelligence

A
  • provide pet therapy
  • allow child to engage in outside activites like gardening or nature walks
  • offer videos that feature nature, science, or animals
71
Q

see learner assessment ppt for example questions to ask during learner assessment

A

….

72
Q

what is health literacy (4)

A

a person’s ability to:

  • access info
  • understand meaning of health info
  • eval health info
  • communicate to make informed decisions
73
Q

what is a common reason for pts misunderstanding health instructions

A
  • low health literacy skills
74
Q

what subgroups have the lowest lvls of health literacy (4)

A
  • seniors
  • new canadians
  • unemployed persons
  • those w ongoing and historic challenges to access determinants of health
75
Q

what consequences does limited health literacy have

A
  • places pts health at risk
  • reflected in high usage of health care resources
  • can be the root cause for behaviors that might lead to the perception of non-compliance or non-adherence
76
Q

what are some red flags for low literacy (8)

A
  • frequently missed appts
  • incomplete registration forms
  • problems w adherence to meds
  • unable to name meds, explain purpose, or dosing
  • identify pills by looking at them, not reading the label
  • unable to give coherent, sequential history
  • asking few questions
  • lack of follow thru on tests or referrals
77
Q

what is a strategy to improve health literacy

A
  • use a health literacy universal precautions approach

= structure the delivery of care as if everyone may have limited literacy

78
Q

why is it important to use a health literacy universal precautions approach (5)

A
  • cannot determine literacy lvl by looking
  • high literacy lvls does not = understanding
  • anxiety can reduce ability to manage health info
  • everyone benefits from clear communication
  • virtually all people prefer plain language regardless of their literacy lvl
79
Q

what is plain language communication? what is the benefit?

A
  • the delivery of info in a simple, succinct, and accurate manner
  • can help address challenges
80
Q

what is important to improve pt safety and a key components in the redesign of health care processes

A
  • pt participation in communication
81
Q

what are PEMs

A
  • patient education material
82
Q

what are benefits of PEMs (7)

A
  • promote learning and increase knowledge
  • promote pt engagement and self-management
  • enhance pt experience
  • provide consistent information
  • save HCP time
  • reduce health care utilization and costs
  • help pts remember imp. messages
83
Q

how do PEMS promote learning and increase knowledge (4)

A
  • help pts remember imp info
  • allows pts to have more control over learning
  • pts may find it difficult to learn at the hospital
  • provides accurate info to family member who were not present during teaching
84
Q

why is it important that PEMs help pts remember imp messages (2)

A
  • 40-80 % of info provided by HCP is forgotten immediately

- and half of the info pts remember is remembered incorrectly

85
Q

how do PEMs help pts have more control over thei learning (3)

A
  • they can read materials at their own pace
  • refer to them as often as needed
  • can promote long-term retention
86
Q

why do some pts find it difficult to learn at a hospital (3)

A
  • noisy and distracting enviro
  • pts may feel anxious, tired, or in pain
    = interferes w memory and concentration
87
Q

how do PEMS promote pt engagement and self-management (2)

A
  • providing quality health info allows pts to better manage their health and wellbeing
  • allows them to make informed decisions abt their treatment and care
88
Q

how do PEMs enhance pt experience

A
  • verbal & written info at discharge improve pt satisfaction
  • can help pts know what to expect before, during, and after a procedure, treatment or surgery = reduced anxiety, increased satisfaction , decreased uncertainty
  • promotes pt engagement and enhances pt’s experiences of care
89
Q

how do PEMs help promote consistent info (2)

A
  • the content of PEM reflects what the health care team decides are the main messages
  • this promotes consistency in patient and family education
90
Q

how do PEMS help save HCP times (2)

A
  • reinforce info, so HCP may not need to repeat teaching as often as they might otherwise be required
  • PEMs help pts understand info and follow instruction = fewer questions, less need for follow-up teaching, visits, etc.
91
Q

how do PEMS help reduce health care utilization and costs

A
  • providing pts with quality health info is the key to pt engagement and self-management of long-term conditions
    = positive impact on service use and cost
92
Q

PEMs are effective only when..

A
  • used as a part of an overal pt education strategy
93
Q

PEMs selected for pts should be… (3)

A
  • accurate
  • accessible
  • actionable
94
Q

what is meant by PEMs being accurate (3)

A
  • should reflect current practice
  • reinforce what you teach
  • match the organization’s philosophy and policies
95
Q

what is meant by PEMs should be accessible

A
  • should be easy to read & understand = enables more people to use the info
96
Q

what is meant by PEMs should be actionable (3)

A
  • encourage pts and families to take an active part in their health care
  • focus on what patients need to know and do
  • provide action steps with concrete examples
97
Q

what should you do when providing PEMS to patients (5)

A
  • dont rely on handouts to educate
  • PEMs should be used to support and reinforce messages, not replace discussion
  • review the material w the pt & emphasize imp info
  • endorse/contextualize info –> explain why important
  • invite questions and encourage the pts to tell you if something is unclear
98
Q

how can HCP individualize info for pts (2)

A
  • personalize materials by adding the pt’s name, notes, and specific instructions
  • involve the pt and family as appropriate
99
Q

how can we check/evaluate a pt’s understanding during health education (7)

A
  • check in throughout the process
  • confirm that they have learned a skill by asking them to demonstrate
  • give feedback and allow for extra practice
  • confirm that they understand verbal and written instruction by using teach-back
  • use open ended questions
  • make it clear you are checking the effectiveness of your teaching, not testing the pt
  • clarify or re-teach as needed
100
Q

why should we not rely on the internet for pts to access health info

A
  • not everyone has access

- internet use requires additional skills

101
Q

what additional skills does the internet require (2)

A
  • has overwhelming amt of info = must be read and analyzed to determine what is accurate and relevant
  • info may be written at a lvl the average adult would find difficult to read and understand
102
Q

the internet is helpful for health education when.. (4)

A
  • pts have access
  • pt has skills to search for health info
  • online info is presented in a way that is easy to read and navigate
  • online info is relevant to the persons needs and location
103
Q

what are some tips for using online info during teaching

A
  • ask pts to discuss the health info they found on the internet
  • use interactive websites
  • use printed pages from websites you recommend as handouts –> helps pts learn how to find good quality health info
104
Q

what does PEMAT stand for

A
  • patient education material assessment tool
105
Q

what is PEMAT

A
  • a standardized and systematic tool developed based on evidence to assist HCP to evaluate / appraise resources
  • focuses on short resources and their actionability and understandability
106
Q

what are 2 versions of the PEMAT`

A
  1. PEMAT-P = for printable materials

2. PEMAT-A/V = for audiovisual materials

107
Q

the PEMAT-P consists of..

A
  • 17 items measuring understandability

- 7 items for actionability

108
Q

the PEMAT-A/V consists of

A
  • 13 items for understandability

- 4 items for actionability

109
Q

what should be done once the PEM is selected, reviewed, and scored

A
  • consider how the PEM might be adapted to meet the needs of specific learners
110
Q

what are some limitations of the PEMAT

A
  • not for evaluating podcasts or websites
  • does not assess accuracy, comprehensiveness, or readability tests
  • recommended that a readability assessment for print materials is completed in conjuction with using the PEMAT (but using only a readability format is not a subsitute for the PEMAT)
111
Q

what is the definition of tailoring

A
  • the making or adapting of something to auit a particular purpose/person
  • notion that “one size does not fit all”
112
Q

when can we use tailoring

A
  • tailoring PEMs

NURS 3520 - Patient Education (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions