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16 Cards in this Set
- Front
- Back
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Egans chapter 54,55,56 |
boxes tables and clinical practice guidelines for the 3 chapters in egans |
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Patient education |
Education is an essential component of patient care RTs frequently need to educate patients about their disease and the treatment ordered by the physicians Cognitive domain, the knowledge needed to succeed :facts and concepts patient must learn (disease, O2 therapy, medications_ Psychomotor domain: the kills needed to be successful :Application of nasal cannula, regulator on oxygen tank, adjustment of prescribed liter flow Affective domain: the attitudes needed to succeed :Pertains to the patients motivation to learn and comply with Mds prescription |
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Affective domain |
You must first evaluate the patients affective domain before any teaching is done Attitude and motivation are everything! TIming is Everything LIsten to patients concerns and listen to family Develop a sense of trust and empathetic Maslows hierarchy of needs, physiological needs as the most basic of human needs Lower level needs must be satisfied before moving on to higher needs :If patient is worried about where he or shee will get their next meal, then no learning will occur |
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Maslows hierarchy of needs
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FIrst is physiological |
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Affective domain |
Start with easy concepts first, then once you feel that the patient has mastered that, then move on to more difficult objectives Need to get patients to feel that they are getting something out of what you are teaching Let them know that this will improve or maintain their lifestyle. Helps to get and keep them motivated Patients are able to accept their diagnosis if given the correct information and understand their disease process |
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Cognitive domain |
Facts/concepts you want the patient to know and understand Instructions both verbal and written Oxygen therapy: give the facts about oxygen therapy. The patient must be able to relay back to you the importance of the prescribed liter flow and indications for O2 Know the importance of not smoking while on oxygen Objectives should be measureable Once you feel that the patient understand these, then you would want him/her to complete a simple questionnaire about what you just taught them Document this in their chart |
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Psychomotor domain |
Skills required to perform specific to treatment modalities Relate skills that are done on a daily basis to those that you are now tryhing to teach them Keep in mind that everyone learns at a different rate Repetition is the key to success Patients remember 10% of what you say but more than 50% of what they do :Can they demonstrate how to use an oxygen concentrator :Adjust the flow meter :Change the nasal cannula when needed
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Teaching TIps |
Address patients immediate concerns first Create optimal learning environment Get patients involved as much as possible Keep sessions short and to the point Repeat important information several times Provide many opportun ities for patient to practice psychomotor skills Be prepared Be organized Demonstrate enthusiasm Give helpful feedback, use evaluation as learning tool |
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Evaluation of patient education |
Needed to determine if learning took place Cognitive objectives evaluated with written exams Psychomotor objectives evaluated using performance checklists :families will have competencies to make sure they can take their patient home
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Teaching adults vs children |
Adults are Internally motivated Self directed question teacher Have rich experiences Learn for the present Learn more slowly Problem oriented
Children are Externally motivated directed by others Trust teacher Limited experiences Learn for the future Learn quickly Subject oriented
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Health education |
Process of planned learning to help individuals make good decisions and take responsibility for their health Primary goal is behavior change RTs must be good role models for healthy lifestyles
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Healths Promotion and disease prevention |
The majority of deaths in the united states due to disease are preventable More emphasis in the health care system needs to be placed on diease prevention public health model attempts to reduce disease through mass education campaigns Disease prvention can occur at three levels 1. prevention (immunizations) 2. Early detection (mammograms) 3. tertiary prevention to minimize acceleration of diease (pulmonary rehabilitation programs) |
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Health promotion and disease prevention |
RTs can take an active role in developing health promotion and diease prevention programs RTs are often asked to participate in asthma education and smoking cessation programs Implication for the RT :Health care institutions: wellness programs for staff and patients :Work site: pulmonary function screenings, tobacco avoidance program :home: care to slow disease progression :Community: smoking cessation programs: CPR instruction
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Disease Management |
Method of applying the best health care practices to a population with a chronic illness one person at a time Goals include :improving the health of the person :improving patient satisfaction :reducing mortality :improving quality of life :eliminating unnecessary medical treatment that reduces costs of healthcare symbicort is budesonide and formoterol |
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Respiratory therapists and disease mgmt |
RTs are ideal to be part of a disease management program RTs provide: :Education on health risks associated with the disease :Education on prophylactic measures to maintain quality health :Disease specific respiratory therapy |
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Things to consider when teaching patients |
Do not use medical jargon Use drawings and photos to help enhance the point you are trying to make Have the patient recap what has been taught to that you can be assured that they understood Ask open ended questions, not yes or no response questions Be supportive and nonjudgemental
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