153-Wk9 Text P&p Chapter 21- Jessie Mcnabb

Front 1

What are the 3 main goals for client education?

Back 1

1. Maintaining and promoting health and preventing illness
2. Restoring health
3. Optimizing quality of life with impaired functioning

Front 2

What are some things you could educate an individual with to help them achieve the goal of maintaining and promoting health and preventing illness?

Back 2

First aid
avoidance of risk factors (smoking, alcoholism)
stress management
proper hygiene
typical growth and development patterns
required immunizations
prenatal care and normal child bearing
nutrition
exercise
safety
screening for common conditions
behaviour modifications to change risky behaviours

Front 3

What are some things you could educate an individual with to help them achieve the goal of restoring health?

Back 3

clients disease or condition
anatomy and physiology of body system affected by disease or condition
cause of disease
origin of symptoms
prognosis
limitations to function
medications
tests and therapies
hospital or clinical environment
long term care implications
limitations imposed by disease or surgery

Front 4

What are some things you could educate an individual with to help them achieve the goal of optimizing quality of life with impaired functioning?

Back 4

home care
medications
intravenous therapy
diet
activity
self-help devices
rehabilitation of remaining function
physiotherapy
occupational therapy
prevention of complications
speech therapy
knowledge of risk factors
environmental alterations
self-help and support groups
implications of non-compliance with therapy

Front 5

When is teaching most effective?

Back 5

When it addresses the learners needs, learning styles, and capacity

Front 6

How does the teacher assess the needs of the learner?

Back 6

Ask questions, observe the client, and determine the clients interests

Front 7

The code of ethics indicates that clients have the right to make informed decisions about their care. T or F

Back 7

True

Front 8

What are the 3 domains that learning occurs?

Back 8

1. Cognitive (understanding)
2. Affective (Attitudes)
3. Psychomotor (motor skills)

Front 9

What all does cognitive learning include?

Back 9

1. Knowledge (the learning of new facts or information and the ability to recall them)
2.Comprehension (the ability to understand the meaning of the learned material)
3. Application ( the use of abstract, newley learned ideas in a practical situation)
4. Analysis (the breaking down of information into organized parts)
5. Synthesis( the ability to apply knowledge and skills to produce a new whole)
6. Evaluation (a judgment of the worth of information given for a specific purpose)

Front 10

What behaviours fall under affective learning?

Back 10

1. Receiving ( the willingness to attend to another person's words)
2. Responding (active participation through listening and reacting verbally and nonverbally
3. Valuing ( attatchment of worth to an object, concept, or behaviour, demonstrated by the learner's actions)
4.Organizing (development of the value system by identifying and organizing values and resolving conflicts)
5.Characterizing (action and response with a consistent value system)

Front 11

What behaviours fall under psychomotor learning?

Back 11

1. Perception (awareness of objects or qualities through the use of sense organs)
2.Set (a readiness to take a particular action)
3. Guided response ( the performance of an act under the guidance of an instructor, involving imitation of demonstrated act)
4. Mechanism (a higher level of behaviour by which a person gains confidence and skill in performing a behaviour that is more complex or involves several more steps than guided response
5. Complex overt response ( the smooth and accurate performance of a motor skill that requires a complex movement pattern)
6. Adaptations (the ability to change motor response when unexpected problems occur)
7. Origination (use of existing psychomotor skills and abilities to perform a highly complex motor act that involves creating new movement patterns)

Front 12

What does the ability to learn depend on?

Back 12

1. emotional capability
2. intellectual capability
3. physical capability
4. developmental stage

Front 13

How does emotional capability affect learning?

Back 13

Emotions can aid or prevent learning

Front 14

How does intellectual capabilities affect learning?

Back 14

Clients have different levels of intellectual ability

Front 15

How does physical capabilities affect learning?

Back 15

learning usually depends on physical health--- the following physical attributes are necessary for learning psychomotor skills-1. size 2. strength 3. coordination 4. sensory acuity

Front 16

How does developmental stages affect learning?

Back 16

the age and stage of the individual will affect their ability to learn

Front 17

What are the teaching methods for an infant?

Back 17

-maintain conistent routines
-hold infant firmly while smiling and speaking softley, to convey sense of trust
-have infant touch different textures

Front 18

What are the teaching methods for a toddler?

Back 18

-use play to teach procedure or activity
-offer picture books that describe a story of children in a hospital or clinic
-use simple words

Front 19

What are the teaching methods for a preschooler?

Back 19

-use role-play, imitation, and play to make learning fun
-encourage questions and offer explanation-be simple and demonstrate
- encourage several children to learn together through pictures and short stories about how to perform hygiene

Front 20

What are the teaching methods for a school-aged child?

Back 20

-Teach necessary psychomotor skills
-offer opportunities to discuss health problems and answer questions

Front 21

What are the teaching methods for adolescents?

Back 21

-help adolescent learn about feelings and needs for self-expression
-collaborate with adolescent on teaching activities
-let adolescent make decisions about health and health promotion
- use problem solving to help adolescent make choices

Front 22

What are the teaching methods for young- middle aged adult?

Back 22

-encourage participation in teaching plan by setting mutual goals.
-encourage independent learning
-offer information so that adult can understand effects of health problem

Front 23

What are the teaching methods for older adults?

Back 23

-teach when client is alert and rested
-involve adult in discussion or activity
-focus on wellness and the persons strengths
-use approaches to enhance sensorially impaired client's reception on stimuli
-keep teaching sessions short

Front 24

What are social motives?

Back 24

The reflect a need for connection, social approval, or self-esteem

Front 25

What are task mastery motives?

Back 25

they are driven by the desire of achievement

Front 26

What are physical motives?

Back 26

They come from a persons desire to maintain and improve health.

Front 27

What are the 4 sources that beliefs about self-efficacy arise from?

Back 27

1. verbal persuasion
2. vicarious experiences (demonstrate)
3. enactive mastery experiences (let them master it)
4. Physiological and affective states (positive feedback)

Front 28

What are the 5 stages that affect behavioural change?

Back 28

-Precontemplation ( is unaware of need for change and has no intention of changing behaviour)
-Contemplation ( is aware of need for change and intends to change behaviour sometime in the future)
-Preperation (alters behaviour in minor ways with the intention to make substantive changes in the immediate future)
-Action ( modifies behaviour and experiences in order to make sustainable change)
-Maintenance (focuses on not reverting to previous behaviour and on solidifying new behaviours)

Front 29

what are the basic steps to the nursing process?

Back 29

-assessment
-nursing diagnosis
-planning
-implementation
-evaluation

Front 30

What is the assessment step of the nursing process?

Back 30

-collect data about clients physical, psychological, social, cultural, developmental, and spiritual needs from the client, family, diagnostic tests, medical record, health history, leaning styles, and literature

Front 31

what is the nursing diagnosis step of the nursing process?

Back 31

identify appropriate nursing diagnosis's based on assessment findings, including deficits

Front 32

What is the planning step of the nursing process?

Back 32

Develop individualized care plan. Set diagnosis priorities on the basis of the clients immediate needs. Collaborate with client on the care plan

Front 33

What is the implementation step of the nursing process?

Back 33

perform nursing therapies. Include client as active participant in care. Involve family or significant other in cars as appropriate

Front 34

What is the evaluation step of the nursing diagnosis?

Back 34

Identify success in meeting desired outcomes and goals of nursing care. Alter interventions as indicated when goals are not met

Front 35

What are the 5 basic steps for the teaching process?

Back 35

-assessment
-nursing diagnosis
-planning
-implementation
-evaluation

Front 36

What is the assessment step in the teaching process?

Back 36

gather data about clients learning needs, motivation, ability to learn, and teaching resources from client, family, learning environment, medical record, health history, and literature

Front 37

What is the nursing diagnosis step in the teaching process?

Back 37

Identify clients learning needs on basis of three domains of learning

Front 38

What is the planning step in the teaching process?

Back 38

establish learning objectives, stated in behavioural terms. Identify priorities regarding learning needs. Collaborate with client on teaching plan. Identify type of teaching method used.

Front 39

What is the implementation step in the teaching process?

Back 39

Implement teaching methods. Actively involve client in learning activities. Include family or significant other in participation as appropriate

Front 40

What is the evaluation step in the teaching process?

Back 40

Determine outcomes of teaching-learning process. Measure clients ability to achieve learning objectives. Reinforce information as needed.

Front 41

What are some teaching strategies?

Back 41

-establish trust with client before the teaching-learning session
-limit teaching objectives
-use simple terminology so client understands
-avoid medical jargon
-schedule short, but frequent sessions
-teach most important information first
-present information slowly
-repeat important information
-provide examples that have meaning to the client
-build on existing knowledge
-ask client for feedback to see of they are understanding
-include family members or other care givers in the education sessions

Front 42

What are different teaching approaches?

Back 42

-Telling ( you outline the task to be done by the client and give instructions)
-Selling (2-way communication- you pace instruction according to clients response)
-Participating (setting objectives and becoming involved in the learning process together)
-Entrusting (provides the client with the opportunity to manage self-care- you observe clients progress and are available to assist without presenting new information)
Reinforcing (use of stimulus that increases probability of a response)

Front 43

What are different ways to implement teaching methods?

Back 43

-one on one discussion
-group instruction
-preparatory instruction
-demonstrations
-analogies
-role playing
-stimulation
LOOK FOR
-paying attention to learning barriers
-illiteracy and learning disabilities
-sensory alteration and other barriers

Front 44

What is cognitive learning?

Back 44

Includes all intellectual behaviours and requires thinking

Front 45

What is affective learning?

Back 45

concerns expressions of feelings and acceptance of attitudes, opinions, or values

Front 46

What is psychomotor learning?

Back 46

involves acquiring skills that require the integration of mental and muscular activity, such as the ability to walk or use an eating utensil

Front 47

FUN FACTS!

Back 47

- The nurse ensures that clients, families, and communities receive information needed to maintain optimal health
-health education is aimed at the promotion, restoration, and maintenance of health
-teaching is most effective when it is responsive to the learners needs
teaching is a form of interpersonal communication, with the teacher and student actively involved in a process that increases the students knowledge and skills
-the ability to learn depends on a persons physical and cognitive attributes

Front 48

FUN FACTS!

Back 48

- The ability to attend to the learning process depends on physical comfort and anxiety levels and on the presence of environmental distraction
- a persons health beliefs influence the willingness to gain knowledge and skills necessary to maintain health
- teaching must be timed to coincide with the clients readiness to learn
-clients of different age groups require different teaching strategies as a result of developmental capabilities

Front 49

FUN FACTS!

Back 49

-The client should be an active participant in a teaching plan: agreeing to the plan, helping choose instructional methods, and recommending times for instruction
- learning objectives describe what a person is to learn in behavioural terms
- a combination of teaching methods improves the learners attentiveness and involvement
-A teacher is more effective when presenting information that builds on a learners existing knowledge

Front 50

鼠蹊部

Back 50

서혜부
groin area [groin + area]