Chapter 15 Prepu

Front 1

Adult's

Back 1

Readiness to learn that is related to a developmental task or social role. Material should be useful immediately.

Front 2

Cognitive learning

Back 2

The storing and recalling of new knowledge in the brain. Rational thought and critical thinking.

Front 3

Psychomotor learning

Back 3

Demonstrating a skill, such as insulin injection. Muscular movements learned to perform new skills.

Front 4

Affective learning

Back 4

Changes in attitudes, values and feelings (desire to lose weight). Emotions.

Front 5

Finding out what the client wants to know

Back 5

What facilitates better learning to an adult client

Front 6

Recognition of what has been taught

Back 6

First stage of the learning process

Front 7

Facilitates compliance

Back 7

Including the client and family in the education learning process

Front 8

Motivational counseling

Back 8

Nurse would discuss feelings and incentives with the client

Front 9

Short term counseling

Back 9

Focuses on the immediate problem or concern

Front 10

Long term counseling

Back 10

Counseling extends over a prolonged period. Client may be experiencing a developmental crisis.

Front 11

Nurse and client

Back 11

Who decides who should be included in learning sessions?

Front 12

Organizes materials and gives return demonstration

Back 12

Best represents the client has learned a new skill

Front 13

Emotional learning

Back 13

Process through which children and adults acquire and effectively apply the knowledge attitudes and skills necessary to understand and manage emotions

Front 14

Assess for cultural differences

Back 14

What action to take when you observe the client is having difficulty understanding the health education

Front 15

Open ended questions

Back 15

Best way to evaluate whether client education is has been effective

Front 16

Ask

Back 16

How does the nurse best assess a client's preferred learning style

Front 17

Discharge education

Back 17

Limitations on activity or diet, procedures such as wound care, and info on when to call the physician

Front 18

Use videos, diagrams and pictures, avoid technical language

Back 18

Address health literacy concerns

Front 19

Motivation to learn

Back 19

Consider this when assessing client's learning readiness when using the health belief model

Front 20

Reference to the client's actual experience

Back 20

What is a way to provide a link in which the new learning can connect

Front 21

Evidence that learning has occurred

Back 21

Most critical element to document regarding client education

Front 22

Gather pertinent info from the client

Back 22

How to personalize learning

Front 23

0 to 10 scale

Back 23

How to determine how important something is to a client

Front 24

Preventing illness

Back 24

First aid, safety, immunizations, screening, and identification and management of risk factors

Front 25

Promoting health

Back 25

Focuses on developmental and maturation issues, hygiene, nutrition, exercise, mental and spiritual health

Front 26

Restoring health

Back 26

Focuses on developing self care practices that promote recovery

Front 27

Facilitating coping

Back 27

Assists the client in learning to cope with permanent health alterations

Front 28

Addressing health literacy concerns

Back 28

Avoid technical language, limit information to 3 to 5 key points, and be specific rather than general

Front 29

Ask the client to recall after 15 minutes

Back 29

How to determine whether the client has retained the information taught