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71 Cards in this Set
- Front
- Back
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Areas of patient education
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promotion of health
Prevention of illness/injury restoration of health adaptation to altered health and function |
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Learning theories behaviorism
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give practice time
repeat demonstration avoid distractions allow trial and error positive reinforcement role mode |
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learning theories cognitivism
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environment conducive to learning
positive teacher-learner relationship Multi-sensory teaching strategies individual learning styles individual readiness |
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Learning theories Humanism
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focus on feeling and attitudes
learner to establish goals-self direction teacher is facilitator-resource-mentor Encourages to seek answers |
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blooms domains of learning
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cognitive domain
affective domain psychomotor domain |
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B.F. Skinner
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founder of behaviorism
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J. Piaget
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founder of cognitivism
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Abraham Maslow
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founder of humanism
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cognitive domain
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knowing , comprehending, applying
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affective domain
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feelings, emotions, attitudes, interests
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learning and senses
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the more stimulation a learning activity is to the senses, the longer the information will be retained
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factors facilitation learning
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motivation, readiness, active involvement, relevance, feedback, nonjudgmental support
simple to complex repetition timing environment |
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factors inhibiting learning
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emotions, physiologic events
cultural barrier |
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factor inhibiting learning emotion
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fear, anger, depression, anxiety
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factor inhibiting learning physiologic event
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pain, critical illness, sensory deficits
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factors inhibiting learning
cultural barriers |
language, values, healing beliefs
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Teach your patients!
why nursing |
empower your patients and families
help them to learn how to manage health care problems help them achieve optimal health prevent complications save money!! |
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Guidelines for teaching
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objectives should be developed by the patient and the nurse
establish rapport before teaching consider patients previous learning communicate clearly and concisely |
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the most effective teaching sessions for adult patients are _____ minutes in length
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15-30 minutes
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pace the sessions
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according to the patient
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teach ________ to _________
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simple to complex
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teaching patients and their families
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one to one teaching episodes
family/significant other informal or by appointment |
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why and how
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decrease complications and re-admissions
time constraints< length of stay discharge plans include learning needs |
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involve learner in planning
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to enhance learning
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find out
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how they prefer to learn
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learning objectives must be appropriate to
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patients life and resources
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determine if learning factors or
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special learning needs
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involve number of _________ to enhance learning
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senses
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environment
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comfortable, quiet, free of interruptions
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get patient up in __________ if possible
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chair
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use teaching aids that stimulate all _____________
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senses
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consider sensory ____________ and adjust plan
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sensory
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Repetition _____________ learning
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reinforces
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use and organized _____________
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framework
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use __________ persons vocabulary
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lay
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begin teaching as early as patient is ___________
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able/ready
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Discharge Day is too ___________
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late
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Assessing
Nursing history |
provides clues to learning needs
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assessing
Age |
teaching needs and approaches for stage in life
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patients perceptions of their
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health problems and concerns
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patients health____________ and _____________
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beliefs and practices
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physical examination should include
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mental status
Energy level Nutritional Status Visual and Hearing Muscle coordination |
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Teaching outside the hospital setting
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Educational classes
support groups health fiars |
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Teaching health personnel
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in-service programs
conferences nursing students, med students and allied health |
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Assess Nursing History continued
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Cultural factors, language, beliefs and practices related to health
-economic factors learning style-visual, auditory, kinesthetic patient support systme |
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Assessing Readiness to learn-factors
Physical |
pain, fatigue, immobility
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assess readiness to learn-factors
emotional |
anxious, depressed, grieving
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assess readiness to learn-factors
cognitive |
level of consciousness
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Assessing motivation
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does the patient want to learn?
Is the patient ready? Does patient recognize a learning need as important to himself? |
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Motivation: Nurses can help
relate Learning to |
something patient values
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Motivation: Nurses can help
Make learning |
pleasant/non-threatening
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Motivation: Nurses Can help
Demonstrate confidence in |
patients abilities
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Motivation: Nurses can help
Create |
learning situation for success
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Nursing Diagnosis
Learning need is the primary concern: |
deficient knowledge: medical information
r/t newly prescribed Coumadin therapy |
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nursing diagnosis
Patient is seeking information to improve health or prevent illness |
Health seeking behavior: nutritional counseling r/t improving health and preventing cancer and heart disease
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Diagnosing
Patient desires to comply by factors are present that deter adherence to health related adivce |
non-compliance in keeping health care appointments r/t lack of transportation
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Planning
Developing Teaching plan |
involve patient in forming plan
identify patient's priorities Rank patient's learning needs |
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Setting learning objectives
same as desired outcome for other nursing diagnoses |
state patient behavior or performance
(developed with patient) Observable, measurable specifiy time by which leaning should occur |
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learning objective
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patient demonstrates wound cleansing and bandaging by 12/7/13
caregiver turns patient demonstrating 30 degree lateral tilt position and explains reason for every 2 hour turning, by discharge patient performs subq insulin self injection by date |
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Implementing
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be flexable
cover what learner knows then proceed to unknown (increases confidence) |
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readability
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most health care facilities rely heavily on brochures written instructions, and patient teaching booklets
studies have found that most are written far above a patients reading level |
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assess readability with Microsoft word
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click on tools and options , spelling and grammer tab,
select check grammar with spelling select show readability statistics then ock |
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Transcultural learning
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materials in pats language, use visual aids, allow more time for questions, use humor very cautiously, do not use slang words, identify cultural health practices/beliefs, get an interperter
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Special teaching strategies
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group teaching-economical
computer assisted instructions-individuals, groups, different languages, patientswith visual and hearing loss |
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evaluating who?
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both patient and nurse should evaluate learning process
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evaluating
how much |
time
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evaluating teaching
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strategies,
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evaluating amount of
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information
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evaluating whether teaching was
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helpful
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Evaluating
was patient |
overwhelmed, bored, motivated
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documenting
teaching must be documented in pts. chart how? |
diagnosed learning needs
learning objectives-measurable and date to be achieved teaching methods and material to be covered patient outcomes-measurables |
