Chapter 2

Front 1

What is one of the basic parts of the nursing role?

Back 1

Teaching the patient

Front 2

Why do we teach patients about their diseases, their drugs, and what to expect when they take the drugs?

Back 2

To help them improve their health

Front 3

The nurse, patient, family, physician, and pharmacist working together as a team to implement the treatment plan.

Back 3

Concordance

Front 4

What are the 2 basic reasons a patient has difficulty meeting treatment goals?

Back 4

1. The pt does not understand what to do.
2The pt understands what should be done but fails to do it, because he or she:
•may not believe the plan needs to be carried out.
•may believe something should be done but fails to carry out the plan.
•may believe something should be done but does not have money, time, or ability to do it.

Front 5

In 2003, the latest National Assessment of Adult Literacy reported that 30 million Americans scored at what levels?

Back 5

Below Basic and at Basic. These levels are roughly equal to being able to read at about the fifth-grade level.

Front 6

The decrease in literacy often means what?

Back 6

Patients cannot read a prescription to learn how many pills to take, cannot figure out when their next appt is, or cannot read a map to help them find a pharmacy or get where they need to go for their appt. It often mean they cannot read the information sent home with them explaining their disease, medications, and important things to know.

Front 7

Research has documented that which groups have more problems than other with literacy?

Back 7

Older people, from minority races or ethnic backgrounds where English is not the dominant language, live in certain areas of the country, have a low income level, or are in prison tend to have lower literacy levels.

Front 8

the ability to understand and use information that is important in keeping them healthy.

Back 8

Health literacy

Front 9

This group tended to be older, was less likely to have received written or verbal counseling from a provider or pharmacist, and did not seem to recognize the results of improper drug use.

Back 9

Uninformed

Front 10

This group took information as given from the physician and was most likely to get prescriptions filled at chain pharmacies.

Back 10

Rely on physician

Front 11

This was the youngest group; they got information at the pharmacy and saw few barriers to getting information.

Back 11

Rely on pharmacist

Front 12

This group included those who were more likely to receive information from books or magazines. They required clear information about specific questions and appeared to be the most difficult group to satisfy.

Back 12

Questioners

Front 13

People who have low literacy levels often have poor health outcomes. Because they cannot read or write they are at higher risk for disease and disability. This is called?

Back 13

Health disparity - Because of these factors, there is no more important teaching than that given by the nurse to the patient.

Front 14

Patient education has to involve what?

Back 14

Both teacher and learner and cannot be forced.

Front 15

Who will the patient go to for their best source of information?

Back 15

To the person they feel is the best source of information or with whom they feel most comfortable.

Front 16

Should a nurse be afraid of scaring a patient if giving him all the side effects of a med?

Back 16

Research shows that the patient feels more comfortable taking their drugs and can correctly recognize side effects should they occur if they know about them.

Front 17

Patients feel more comfortable telling a computer personal information than a human being. True or False?

Back 17

True

Front 18

The RN has primary responsible for pt teaching. The important items to include in teaching process are what?

Back 18

1. Assess the patient's specific needs to learn.
2. Assess the patient's willingness to learn.
3. Decide what needs to be taught.
4. Select a teaching method.
5. Determine how well the material has been learned
6. Remember to use a variety of teaching methods.

Front 19

The patient's need for information is based on the patient's disease, the treatment plan, and the patient-nurse relationship. When a patient is first diagnosed with a problem, education must start with what?

Back 19

What has gone wrong in the body.

Front 20

How should teaching sessions be approached?

Back 20

It is clearly not possible to provide all the information a patient might need in one teaching session. Instead, you need to have a plan in mind for the things that need to be covered, and this plan needs to be shared with the patient

Front 21

When would additional teaching be required after the initial teaching plan?

Back 21

When drugs are changed, when the dosage or schedule is altered, or when changes in patient condition warrant further adjustment in therapy. Therefore teaching becomes specific to what the patient requires, but it is always given in quantities that the patient can handle.

Front 22

Something we assume in the process of giving a medication to a patient. The nurse shares a legal obligation with other health care providers to make certain that the patient understands the condition, the treatment, and the risks and benefits of treatment plans.

Back 22

Informed consent

Front 23

"Reasonable Amount" of information and legal responsibility

Back 23

The law requires that the amount and type of information provided to the patient be “reasonable.” It is up to the nurse who is given the task of teaching the patient to determine what is reasonable for a specific patient to understand; the nurse may be held legally responsible for failure to teach the patient this information.

Front 24

What is "Key information for patients receiving medications"?

Back 24

• Drug name (generic and brand)
• Intended use and expected action
• Route, dosage form, dosage, and schedule (hours of day to take)
• Special directions for storage or preparation of medication
• Special directions for taking the medication
• Common side effects
• What the patient should do if there are side effects
• Possible drug-drug, drug-food, or drug-alcohol interactions
• Information about getting a prescription refilled
• Action to take if the patient misses taking a dose
• Special precautions when taking medication (driving, actions requiring alertness)
• Other information particular to the patient or drug
• When to return to the health care provider
• How the patient will know that the drug is doing what it should do

Front 25

In preparing for teaching what is a necessary piece of material?

Back 25

A plan - It should cover what will be taught, how it will be taught, and how you will know when the pt has learned the material. The plan can be changed if necessary . It should have specific objectives to guide teaching. Desired outcome and what makes it acceptable. The nurse will evaluate the pts knowledge, understanding and general desire to change behavior.

Front 26

Patients are often fearful when they learn of their diagnosis. Stress and anxiety increase the confusion they often feel and interfere with ability to learn. Because of this, how should teaching be approached.

Back 26

Teaching needs to be offered in a systematic manner to decrease stress. It needs to be provided in a timely way and in a quiet and unhurried setting that gives the patient a chance to ask questions. Research has suggested that people are able to remember three major things they are taught in any one session. And generally in a specific order in which presented. Set aside small period to teach a few very specific things. Review this things taught at future sessions before moving on to the next phase.