Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121

Teaching–Learning Process Learning: The acquisition of a skill or knowledge by practice, study, or instruction Different conceptual models of the learning process view the teacher’s role as director, designer, programmer, or producer NRS_320_Craven Collings20122

Teaching–Learning Process (Cont’d) Examples ◦Learning anatomy: Need to memorize facts ◦Dealing with patients: Intuitive component ◦Pharmacology: Previous knowledge of pathophysiology, chemistry, anatomy, physiology, and mathematics NRS_320_Craven Collings20123

Teaching–Learning Process (Cont’d) Domains of learning ◦Cognitive: Refers to rational thought, what one generally considers “thinking”  May involve learning facts, reaching conclusions, solving problems, making decisions, or using critical thinking skills ◦Example: Teaching a new mother the physiology of the breast and its role in milk production NRS_320_Craven Collings20124

Teaching–Learning Process (Cont’d) Affective : ◦Emotions or feelings ◦Changes beliefs, attitudes, or values Example: Helping a new mother explore the possible benefits of breast-feeding for the health of her baby NRS_320_Craven Collings20125

Question true or false: Affective learning changes beliefs, attitudes, or values. NRS_320_Craven Collings20126

Answer True. Rationale: Affective learning changes beliefs, attitudes, or values. NRS_320_Craven Collings20127

Teaching–Learning Process (Cont’d) Psychomotor ◦Muscular movements learned to perform new skills and procedures ◦Important: Dexterity to manipulate the body parts, tools, or objects needed to perform the skill or procedure NRS_320_Craven Collings20128

Teaching–Learning Process (Cont’d) Teaching–learning relationship ◦Characterized by mutual sharing, advocacy, and negotiation Effective learning ◦Occurs when patients and healthcare professionals are equal participants in the teaching–learning process NRS_320_Craven Collings20129

Teaching–Learning Process (Cont’d) Qualities of a teaching–learning relationship ◦Patient focus ◦Holism ◦Negotiation ◦Interactive NRS_320_Craven Collings201210

Purposes of Patient Education To promote Health/wellness  (primary prevention) Prevent or diagnose illness early (secondary prevention) Restore optimal health and function if illness has occurred  (tertiary prevention) Assist patients and families to cope with alterations in health status NRS_320_Craven Collings201211

Purposes of Patient Education (Cont’d) Health promotion Disease prevention Restoration of health or function Promotion of coping NRS_320_Craven Collings201212

Assessment for Learning Assessment for Learning Assessing learning needs: Begins with determining what the patient needs to know or do to function more independently ◦Baseline knowledge ◦Cultural and language needs ◦Priorities NRS_320_Craven Collings201213

Assessment for Learning (Cont’d) Realistic approach ◦Patient’s energy/comfort level ◦Patient’s age ◦Patient’s emotional state ◦Patient’s cognitive abilities NRS_320_Craven Collings201214

Assessment for Learning (Cont’d) Assessing learning readiness ◦Motivation/ desire to learn ◦Compliance ◦Sensory and physical state ◦Literacy level ◦Health literacy level NRS_320_Craven Collings201215

Nursing Diagnoses Health-Seeking Behaviors ◦Active seeking of ways to alter personal habits or the environment to move toward a higher level of health Ineffective Therapeutic Regime Management (Individual or Family) – Difficulty effectively integrating a treatment program into daily activities to meet health goals NRS_320_Craven Collings201216

Nursing Diagnoses (Cont’d) Deficient Knowledge ◦Absence of cognitive information related to a specific topic NRS_320_Craven Collings201217

Outcome Identification and Planning Involves working with patients to develop a teaching plan, identifying appropriate teaching strategies, and developing a written plan to coordinate teaching among healthcare team members NRS_320_Craven Collings201218

Outcome Identification and Planning (Cont’d) Outcome identification: Patient- centered, patient-involved goals are most effective Planning teaching strategies: Availability of resources, learning style preference, literacy level, and health literacy level affect planning of effective teaching strategies NRS_320_Craven Collings201219

Outcome Identification and Planning (Cont’d) Planning teaching strategies (cont’d) ◦Lectures ◦Discussion ◦Demonstration ◦Role-playing NRS_320_Craven Collings201220

Outcome Identification and Planning (Cont’d) Teaching aids and resources; used to supplement or reinforce face-to-face teaching ◦Pamphlets ◦Audiovisual aids ◦The Internet ◦Equipment and models NRS_320_Craven Collings201221

Outcome Identification and Planning (Cont’d) Use of interpreters and translators Timing and amount of information Appropriate family and friend involvement Written teaching plan NRS_320_Craven Collings201222

Implementation of Patient Teaching Meeting priority needs first Comfortable environment Individualized teaching sessions Communication Repetition NRS_320_Craven Collings201223

Implementation of Patient Teaching (Cont’d) Teaching methods ◦Cognitive ◦Affective ◦Psychomotor NRS_320_Craven Collings201224

Evaluation of Learning Written tests and questionnaires Oral tests “Teach-back” Return demonstration Check-off lists Simulation NRS_320_Craven Collings201225

Documentation of Learning Documenting patient education is as important as documenting any other aspect of patient care NRS_320_Craven Collings201226

Lifespan Considerations Newborn and infant Toddler and preschooler School-age child and adolescent Adult and older adult NRS_320_Craven Collings201227

Newborn and Infant Immunizations Normal growth and development (regular developmental and health checkups) Car seat safety NRS_320_Craven Collings201228

Toddler and Preschooler Safety practices Well-child visits Proper sleep Nutrition Avoidance of secondhand tobacco smoke Regular immunization schedules NRS_320_Craven Collings201229

School-Age Child Proper nutrition Sleep Exercise Safety Learning to deal with stress and frustration NRS_320_Craven Collings201230

Adolescent Smoking Safe driving Preventing sexually transmitted diseases (STDs) Avoiding drugs and alcohol Preventing pregnancy Avoiding gang-related violence Maintaining mental health NRS_320_Craven Collings201231

Adult and Older Adult Exercise Nutrition Self-examinations Health screening Stress management Reduction or cessation of smoking and alcohol consumption Prenatal care for women NRS_320_Craven Collings201232