1 Chapter 8 Client Teaching

2 Teaching focuses on combinations of the following subject areas: Self-administration of medications Directions and practice in using equipment for self-care Dietary instructions Rehabilitation program Available community resources Plan for medical follow-up Signs of complications and actions to take Importance of Client Teaching

3 Four progressive stages of learning 1. Recognition of what has been taught 2. Recall or description of information to others 3. Explanation or application of information 4. Independent use of new learning Stages of Learning

4 Assessing the Learner To implement effective teaching, determine the client’s: 1.Preferred learning style. 2.Age and developmental level. 3.Capacity to learn 4.Motivations. 5.Learning readiness. 6.Leaning needs.

5 Learning Styles Learning style referred to “The manner in which a person prefer to acquire knowledge“ Three general domains 1. Cognitive domain: style of processing information by listening or reading facts and descriptions e.g. ( listing, identifying, locating, summarizing, selecting…..)

6 Learning Styles (cont’d) 2. Affective domain: style of processing information that appeals to a person’s feelings, beliefs, or values e.g. (supporting, accepting, refusing, defending.…..) 3. Psychomotor domain: style of processing information that focuses on learning by doing e.g. (assembling, changing, filling, adding, removing.…..) refer p

7 Age and Developmental Level Age-related categories of learning 1. Pedagogy Science of teaching children or those with cognitive ability comparable to children 2. Androgogy Principles of teaching adult learners 3. Gerogogy Techniques that enhance learning among older adults

8 Age and Developmental Level (cont’d) Unique characteristics of young adults: 1. Technologically literate, having grown up with computers 2. Prefer visualizations, simulations, and other methods of participatory learning and quick responses 3. Expect immediate answers and feedback 4. Become bored with memorizing information and doing repetitious tasks 5. Like a variety of instructional methods from which they can choose 6. Respond best when they find the information to be relevant

9 Related differences among learners PedagogyAndrogogyGerogogy Physical immaturePhysically matureUndergoing degenerative changes Lack experienceBuilding experienceVast (huge) experience Compulsory learnerVoluntary learnerCrisis learner Short attention spanLonger attention span Attention affected by low energy level, fatigue, and anxiety. Need direction and supervision Self-directed and independent Need structure and encouragement Need immediate feedbackCan postpone feedbackRespond to frequent feedback

10 Capacity to Learn  Literacy 1.Determine client’s level of literacy ( Ability to read and write ) before developing teaching plan Illiterate :Unable to read or write 2.Protect client’s self-esteem by asking, “How do you learn best?” 3.Use verbal and visual modes for instruction 4.Repeat directions several times in same sequence 5.Provide pictures, diagrams, or tapes (audio and video) for future review

11 Capacity to Learn (cont’d)  Sensory deficits o Older adults o May have visual and auditory deficits

12 Capacity to Learn (cont’d) Attention and concentration Affect duration and teaching methods that are applied Helpful approaches: o Implement health teaching when most alert and comfortable o Keep teaching session short o Use client’s name frequently o Show enthusiasm o Use colorful materials o Involve client in an active way o Vary tone and pitch of voice

13 Motivation Learning is optimal: when person has purpose for acquiring new information Desire for learning: to restore independence, prevent complications and to return home Less desirable reasons: to please others, to avoid criticism

14 Learning Readiness الاستعدادية للتعلم Readiness refers to client’s physical and psychological well-being If client in pain, too warm or cold, dyspnea, fearful, depressed…. In these situations, restore comfort and then teach….

15 Learning Needs Teaching and learning is individualized. Questions the nurse can ask to assess client’s learning needs: What does being healthy mean to you? What things in your life interfere with being healthy? What activities do you need help with? What do you hope to accomplish before being discharged? How can we help you at this time?

16 Informal and Formal Teaching Informal teaching: is unplanned and occurs spontaneously at the bedside (تعليم مرضى السكري خلال فحص السكر أو الغيار) Formal teaching: requires plan Both are needed………… End…