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ABSN 321Intro to Health Promotion > week # 2 study guide > Flashcards

week # 2 study guide Flashcards

1
Q

ability of an individual to obtain and listen to medical information to understand and process given information and to retain presented information to make competent health - related decisions.

A

health literacy

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2
Q

ability to read and write

A

general literacy

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3
Q

numeric literacy

A

ability to use numbers to solve simple numeric problems

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4
Q

areas associated with health literacy

A

*patient/healthcare provider communication
*medication labels/ medication instructions
*informed consent of treatment
*medical/ insurances forms
*personal health history and reporting of symptoms
*written education materials / handout or pamphlets

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5
Q

outcomes associated with low health literacy

A

*increased rates of hospitalization
*poor adherence to treatments plans resulting in higher healthcare cost
*lower use of preventive healthcare services
*medication and treatments errors
*poor adherence to outpatients appointment’s and follow up care.

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6
Q

outcomes associated with higher health literacy

A

*greater understanding / perception of the patient’s chronic illness and of related healthcare decisions.
*better self management which lead to better health outcomes
*lower emotional stress associated with unknowns about the illness and care.

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7
Q

Program for the International Assessment of Adult Competencies

A

PIACC

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8
Q

what percentage of the US adult population may only have basic vocabulary for a limited number of topics and numeric skills that may include just counting, sorting, and arithmetic with whole numbers?

A

19 percent of the population

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9
Q

high risk groups for low health literacy include :

A

*older adults
*those who speak English as second language
*immigrants
*members of lower socioeconomic class
*homeless people
*prisons population
*people with limited formal education

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10
Q

components of health literacy:

A

*oral communication
*reading comprehension
*numeracy
*technology

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11
Q

ability to send and receive information

A

Oral communication

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12
Q

types of communication

A

*oral communication
*reading communication
*numeracy
*technology

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13
Q

most pre-printed health related information is designed for comprehension at which grade level of education?

A

fifth grade

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14
Q

ability to understand numeric data and to use the data to make health related decisions

A

numeracy

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15
Q

Patients who are proficient in health literacy should be able to :

A

*read and identify credible health information
*understand numbers in the context of their healthcare: dosage on medications lables.
*make appoitments
*fill out forms and obtain health records
*advocate for appropiate care
*navigate complex insurance programs (medicareor medicaid)
*use technology to access information and services (DHHS, 2DID) involves assessing use of programs required to access needed services.

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16
Q

healthy people 2020 First objective

A

stress the need for an increase in the proportion of patients who report that their healthcare providers always provide easy to understand guidance about their heath and illness concerns.

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17
Q

second objective of healthy people 2020

A

healthcare providers and organizations need to demonstrate an increase in the number of patients reporting that their healthcare provider always confirm that they understand and are capable of following the information that was presented.

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18
Q

third objective of healthy people 2020

A

there must be an increase in the number of patients who reported that the offices of their healthcare provider always offer to help fill out necessary medical paperwork (ling 2021)

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19
Q

how can you educate your patients?

A
  • explaining how the medication works
    *why its necessary to take it
    *what occur if the patient is non adherent
    *how to make changes
    *why the changes are necessary
    *give the patient skills to make the changes
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20
Q

builds patient and family knowledge, improve self management techniques, and contributes positive outcomes

A

effective patient education

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21
Q

challenges to effective patient education specific to nursing

A

*decreases lengths of stays (short amount of time to teach)
*limited time during outpatient clinic visit
*limited or lack of teaching material/supplies
*conflict information received by patients who seek information the internet, other primary healthcare provider
*complex patients care needs and nurse who may have limited training/skills to provide necessary education
*low patients health literacy/ low patient literacy
*anxiety, stress or medications affecting mental capacity
*patients lack of readiness to learn

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22
Q

what are the theories to teach?

A

behavioral , cognitive, change, and humanist theories.

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23
Q

believe learning should focus on observable behaviors

A

behavioral theories

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24
Q

believe that internal process must occur for the learner to begin understanding presented information

A

cognitive theories

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25
Q

learners must be assessed for readiness to learn before presentation of the educational materials so that behavioral changes may be implemented

A

change theory

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26
Q

the learner must be self- motivated in addition to begin able to self evaluate with clear cut goals and outcomes. (stephens, 2016)

A

humanist theories

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27
Q

patient education

A

*standard for the professional of nursing
*one of the most important nursing interventions in any healthcare settings
*goal of education to achieve optimal health

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28
Q

who makes standards for patient education requirements

A

joint commission

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29
Q

*imparting knowledge through a series of directed activities
*conscious, deliberate set of actions:
*gain new knowledge
* change attitudes
*adopt new behaviors
*perform new skill
*interactive process that promotes learning

A

teaching

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30
Q

definition: conscious or unconscious permanent change in behavior as a result of a lifelong, dynamic process by which individuals acquire new knowledge/ skill/attitudes.
*begins when learner identifies need to learn

A

learning

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31
Q

teaching process

A

*identify a need or information is required
*identify specific learning objective to describe behaviors the learner will exhibit as a result of the teaching,

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32
Q

steps in the teaching -learning process

A

*assessment
*diagnosis & development of expected learning outcomes
*planning your teaching
*implementation of teaching plan
*evaluation of expected outcomes
*achievement of learning outcomes

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33
Q

SMART objectives

A

*specific: address one thing
*measurable: how will you know they learned?
*attainable: client must agree and be mentally and physically capable
*realistic/relevant: is is something they need to learn? Are they willing and able?
*Timely: timeframe to accomplish the objective

34
Q

implementation in teaching

A

*age appropriate, must maintain learning attention and participation
*printed material
readability formula for 6 th grade level

35
Q

teaching Aids:

A

*used to enhance any teaching
*includes: drawing, models, charts, graphs, audiotapes, bulletin, boards, chalkboard, posters, pictures, TV, Flash cards, programmed instruction, and game.

36
Q

evaluation

A

*have the patient’s learning needs been met?
*reinforces correct behavior, changing incorrect behavior, helps educator determine adequacy of teaching

37
Q

the 3 domains of learning:

A

Cognitive, affective, psychomotor

38
Q

cognitive:

A

*memory
*understanding
*recognition
*reasoning
*application

39
Q

psychomotor

A

*skill performance
*demonstration

40
Q

Affective

A

*changes in attitudes or values
*motivation

41
Q

cognitive Domain

A

*“the understanding domain”
*ability to use and make sense of information

42
Q

produce new or original work, design, assemble, construct, conjecture, develop, formulate, author, investigate

A

create

43
Q

justify a stand or decision: appraise, argue, defend, judge, select, support, value, critique, weight

A

evaluate

44
Q

draw connections among ideas: differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test

A

analyze

45
Q

Use information in new situations: execute implement, solve, use, demonstrate, interpretate, interpret, operate, schedule, sketch

A

apply

46
Q

explains ideas or concepts: classify, describe, discuss, explain, identify, locate, recognize, report, select, translate

A

undestand

47
Q

recall facts and basic concepts: define, duplicate, list, memorize, repeat, state

A

remember

48
Q

create, evaluate, analyze, apply, understand and remember

A

cognitive domain

49
Q

appropriate teaching methods for cognitive learning

A

discussion, lecture, one on one instruction, audiovisual material, printed material, computer assisted instruction

50
Q

evaluation of cognitive domain

A

*direct observation of behavior
*written measurements
*self-reports/self-monitoring (subject)

51
Q

affective domain

A

“the feeling domain”
includes values, beliefs, feelings and attitudes associated with information received

52
Q

appropriate teaching methods for affective learning

A

*role play
*simulation/gaming
*discussion (groups)
*discussion (one on one)
*debate
*values clarification exercises

53
Q

psychomotor domain

A

*the skill domain
*includes physical and motor skills
*uses cues from the environment
*must have physical, mental, emotional readiness
*performance of skill moves from imitation to create of new way to perform skill

54
Q

appropriate teaching methods for psychomotor learning

A

*demonstration
*practice
*return demonstrate
*independent projects; games

55
Q

motivational interviewing

A

what motivates your patient?
what is important to your patient?
let the patient choose the topic of most interest
ask: what is the most important for you to learn?

56
Q

basic principles

A

is your patient ready to learn?
do they have physical needs at the moment?
are they in pain?
do they prefer to be with a support person when they learn?

57
Q

basic learning principles:

A

motivation
ability to learn
learning environment

58
Q

desire or willingness to learn

A

motivation

59
Q

ability to learn

A

cognitive attributes, developmental level, physical wellness

60
Q

learning enviroment

A

well lit
good ventilation
appropriate furniture
quiet
private
comfortable temperature

61
Q

ability to learn

A

are they developmentally capable?
are the physically able?
are they strong enough and coordinated to perform psychomotor skills needed?
need to consider age and developmental level

62
Q

the degree to which individuals have the ability to find, understand, and use information and services to inform health related decisions and actions for themselves and others

A

health literacy

63
Q

strategies of education

A

assess health literacy
use clear verbal communication
use clear written communication
promote reliable sources
discuss medications clearly
use teach back method

64
Q

principles and methods: young & middle adults

A

learning must be practical & relevant, and for young adult, related to them.
*learner must see the need
*some young adults still in the stage of “it won’t happen to me”
*use peer education , make relevant to them
*learner often motivated by social task mastery, so relate learning to those tasks (work, play, relationships)
*encourage active &independent learning
*keep sessions under an hour
*give time to practice skills in private

65
Q

principles of teaching and methods for older adults:

A

*give time to process information & respond
*teach when alert and rested
*fragmented sleep /wake cycle, REM sleep (important to learning)
*involve in discussion or activity
*focus on wellness and person’s strengths, may have disabilities
*make adaptation to accommodate impaired senses
*simple instruction, teach only what necessary
*keep sessions short (20-30 minutes)
relate new material to pass experiences in meaningful ways
*address one idea at the time
provide a written or recorded summary of session
*ability to read, understand & act on health information

66
Q

considerations for teaching older adults:

A

*coordinate: start with person’s concerns, plan enough time for session, match your pace with the person

*anticipate: recognize more than problem, screen for prevalence problem, be aware of any communication barriers, musculoskeletal changes

*manipulate: modify the environment by reducing the noise, comfortable temperature, lighting, privacy

*consider person’s comfort:
provide assistive devices and don’t rush them

*demonstrate value: check information obtained from older person with family member ,staff.

67
Q

learning for older adults: challenges

A

teaching
time
relevance
roadblocks
sensory perceptual; deficits
cognitive declines
non compliance

68
Q

learning for older adults: approaches

A

visual aids such as printed material
*active involvement
*relate to past experiences
*peer educator and support groups
*simplicity and repetition
*support belief that change is good
*capitalize on the teaching moment

69
Q

formal patient education examples:

A

a class scheduled for newly diagnosed diabetic patients: subject might include diet modification, benefits of exercise and blood glucose monitoring

70
Q

other examples of nurse -taught formal education include:

A

*childbirth classes for a group of expectant mothers
*class for nursing students on the proper methods of obtaining vital signs.
*demonstration for patient on caring for a surgical incision before discharge
*CPR classes for other healthcare employees

71
Q

informal patient education examples:

A

the patient or caregiver might ask a question about a procedure, medication or treatment while the nurse is at the bedside. the nurse uses the questions as an informal teaching opportunity.
*what the medication do?
*how long will procedure take?
*what happens during this test?
*does medication causes side effects?
*will the procedure hurt?

72
Q

the goal of Teach back to assess for understanding

A

effective child and family self management

73
Q

teach back to assess for understanding

A

1) teach new concept or skill
*repeat new learning in own words or demonstrate skill (teach back)

2)clarify or correct misunderstood information
*repeat correct information

3)what questions do you have?

4) continue process until concept or skill is understood

74
Q

health literacy principles

A

encourage questions
use plain language
limit teaching to 3-5 concepts

75
Q

self-direct learning

A

learning occurs when individuals seek the information themselves

76
Q

collaborative learning

A

occurs over time through multiple interactions with other such as nurses, etc.

77
Q

incidental learning

A

occurs through mistakes and motivates the learner to engage

78
Q

questioning,
lecture
demonstration
group discussion
role playing

A

teaching styles

79
Q

domain of learning

A

cognitive domain
psychomotor domain
affective domain

80
Q

cognitive domain

A

requires memorize and recollect on of presented material to understand, apply, analyze, and evaluate the information

81
Q

psychomotor domain

A

use physical movements or motor skills during the teachable moment

82
Q

affective domain

A

recognizes the importance of emotions involved when learning new material requires: motivation, emotion and attitude

ABSN 321Intro to Health Promotion (2 decks)

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