Teaching & Learning

Front 1

teaching

Back 1

an interactive process that promotes learning
a deliberate set of actions

Front 2

learning

Back 2

the purposeful acquisition of knowledge, attitudes, behaviors, & skills

Front 3

learning need

Back 3

the gap between the information a client knows & the information necessary to perform a specific function
est. what is known & what needs are (assessment)

Front 4

JCAHO

Back 4

sets guidelines for providing education in health care institutions

Front 5

goals/standards

Back 5

to promote healthy behaviors & encourage client's involvement in delivery of health care & health care decisions to improve outcomes

Front 6

documentation

Back 6

must show evidence of successful education

Front 7

purposes of client education

Back 7

health maintenance & promotion & illness prevention
restoration of health
coping w/ impaired function
helping clients develop positive health practices

Front 8

health maintenance & promotion & illness

Back 8

planning session for stress

Front 9

coping w/ impaired function

Back 9

using assistive devices
environmental alterations

Front 10

domains of nursing

Back 10

cognitive
affective
psychomotor

Front 11

cognitive

Back 11

understanding
includes all intellectual behaviors & requires thinking

Front 12

affective

Back 12

deals w/ expressions of feelings, values, & attitudes
responds to eye contact
attitude toward changing behaviors

Front 13

psychomotor

Back 13

involves acquiring skills that require mental & muscular activity
doing skill
A stroke client needs to learn to walk again w/ a walker

Front 14

learning motives

Back 14

task mastery
physical motives
social motives

Front 15

task mastery

Back 15

based on needs such as achievements & competencies

Front 16

physical motives

Back 16

can be seen in clients who desire to return to level of physical normalcy

Front 17

social motives

Back 17

need for connection, social approval, or self-esteem

Front 18

What do you need to know when teaching a group?

Back 18

type of room
# of participants
environment - must be an environment for learning

Front 19

factors that influence learning - motivation to learn

Back 19

attentional set
motivation
use of a theory
psychosocial adaptation to illness
active participation

Front 20

attentional set

Back 20

mental state that allows person to focus & comprehend an activity

Front 21

motivation

Back 21

desire to learn
best if person recognizes a need & believes the need will be met through learning

Front 22

use of a theory

Back 22

might need to change attitudes
interventions should be based on theory

Front 23

psychosocial adaptation to illness

Back 23

must assess readiness to learn

Front 24

active participation

Back 24

learning is facilitated when we involve the learner

Front 25

factors that influence learning - ability to learn

Back 25

developmental capability
physical capabilities
learning in children
toddlers
preschool
school age
adolescent
adult learning

Front 26

developmental capability

Back 26

cognitive development influences a client's ability to learn
nurse must know client's lvl of knowledge & intellectual skills (must assess)

Front 27

physical capabilities

Back 27

depends on client's lvl of physical development & physical health

Front 28

learning in children

Back 28

teaching must be developmentally appropriate

Front 29

toddlers

Back 29

include parent participation
simple explanations & pictures

Front 30

preschool

Back 30

use dolls/puppets to demonstrate
role playing

Front 31

school age

Back 31

use different forms of play

Front 32

adolescent

Back 32

use problem solving method

Front 33

adult learning

Back 33

learning needs arise out of problems
they may become dependent in new learning situations

Front 34

factors that influence learning - environment

Back 34

temperature
noise
lighting

Front 35

temperature

Back 35

well ventilated,
comfortable temp

Front 36

noise

Back 36

quiet setting w/ few interruptions
allow for privacy

Front 37

lighting

Back 37

adequate lighting for observation

Front 38

What else should be assessed?

Back 38

client's previous knowledge to determine needs
physical & cognitive ability
financial resources for obtaining equipment

Front 39

basic teaching principles

Back 39

set priorities
appropriate timing
organize materials
maintain learner's attention & participation
build on existing knowledge

Front 40

set priorities

Back 40

rank learning needs according to importance

Front 41

appropriate timing

Back 41

period of time between receiving information & actively uses that information
perform task immediately after giving information

Front 42

organize materials

Back 42

simple to complex

Front 43

maintain learner's attention & participation

Back 43

involve client & give opportunity for questions & feedback

Front 44

build on existing knowledge

Back 44

assess client's knowledge before beginning teaching

Front 45

teaching methods

Back 45

discussion
Q&A
role play
CAI
teaching aids
demonstration

Front 46

discussion

Back 46

1 on 1 allows client to set pace of learning

Front 47

Q&A

Back 47

gives specific info requested by client
used as follow-up to other methods

Front 48

role play

Back 48

simulate real situations to apply new knowledge
helps build confidence in new knowledge

Front 49

CAI (computer assisted instruction)

Back 49

used as supplement to instruction (for cognitive learning)

Front 50

teaching aids

Back 50

printed materials,
charts,
videos

Front 51

demonstration

Back 51

appropriate for psychomotor learning

Front 52

What should the nurse use when teaching functionally illiterate clients?

Back 52

simple terminology
simple analogies & real life examples
ask for return demonstration
keep teaching sessions short, but schedule frequent interval sessions

Front 53

barriers to learning

Back 53

emotions
physiological events
cultural

Front 54

emotions

Back 54

elevated anxiety

Front 55

physiological events

Back 55

pain,
impaired hearing

Front 56

cultural

Back 56

language

Front 57

teaching process

Back 57

there's a relationship between nursing process & teaching process

Front 58

expectation of learning

Back 58

must assess what needs are & what client views as important

Front 59

ability to learn

Back 59

is client developmentally able to learn task?
is client cognitively able?

Front 60

teaching environment (assessment)

Back 60

must be in place conducive to learning

Front 61

resources for learning

Back 61

available tools for learning, family support, financial

Front 62

telling (implementation)

Back 62

when limited info is req., esp. if anxious

Front 63

selling (implementation)

Back 63

instruction is given on client's response--specific feedback

Front 64

participating (implementation)

Back 64

involve client & nurse, set objectives together

Front 65

entrusting (implementation)

Back 65

client has opportunity to manage self-care
nurse observes client progress

Front 66

reinforcing (implementation)

Back 66

positive or negative

Front 67

incorporate teaching w/ nursing care (implementation)

Back 67

teach while delivering nursing care

Front 68

instructional methods (implementation)

Back 68

techniques & aids

Front 69

specific content (documentation)

Back 69

all objectives & interventions

Front 70

evaluation of learning (documentation)

Back 70

client's response & outcomes