1. PATIENT EDUCATION
Concept 39

2. Goals for This Concept Presentation
Define and describe the concept.
Make links between the concept and the theory.
Know when and how to apply the concept to the context of nursing and health care.

3. Define and Describe the Concept of Patient education

4. Concept Definition
Patient education is a process of assisting people to learn health-related behaviors so that they can incorporate these behaviors into everyday life.

5. Patient Education
The goal of educating others about their health is to help individuals, families or communities achieve optimal levels of health (Edelman & Mandle, 2010). Patient education is an essential component of providing safe, patient –centered care (QSEN 2010)

6. A. What can education do?
1. Maintain and promote health and illness prevention 2. Restoration of health 3. Coping with impaired functions

7. B. Criteria
1. Needs to be patient centered – Consider learning styles and previous knowledge 2. Involves collaboration with various other health professionals 3. Must document evidence of successful patient education in patients’ medical record (JACHO standard, 2011)

8. C. Teaching and Learning
1. Cannot really separate these. Teaching is an interactive process that promotes learning. It consists of a conscious deliberate set of actions that help individuals gain new knowledge, change attitudes, adopt new behaviors, or perform new skills (Redman, ). Teaching is most effective when it responds to the learner’s needs. Interpersonal communication is essential for successful teaching to occur.

9. Scope of Concept
Collaborative Learning #1 In your learning groups, discuss a specific example of patient education approaches: self-directed, formal classes, and patient-nurse encounters.

10. Concept Categories
Learning domains refer to the type of learning in which a learner will be engaged. The three domains are:
Cognitive: increasing knowledge
Psychomotor: developing or improving a skill
Affective: changing or influencing attitudes

11. Application of Learning Domains
Collaborative Learning #2 In your learning groups, select one everyday living topic from the box below, and discuss how you would teach a class incorporating each of the three domains— cognitive, psychomotor, and affective.
Dog grooming
Baking a cake
Carpet cleaning
Rotating tires
Mixing cement
Web page design
Sewing a shirt
Fertilizing a lawn
Stripping and staining furniture
Painting a room

12. Application of Learning Domains (Cont’d)
Collaborative Learning #3 In your learning groups, select one health-related topic from the box below, and discuss how you would teach a class incorporating each of the three domains— cognitive, psychomotor, and affective.
Reducing intake of sugary soda
Having a mammogram to screen for breast cancer
Increasing intake of fruits and vegetables
Protecting skin from sun exposure
Getting adequate sleep
Reducing plaque on teeth through brushing and flossing

13. Concept Attributes and Criteria
Teaching is planned.
Nurse knows the patient and determines the appropriateness of education.
Nurse plans the teaching to meet learning outcomes.
Learning outcomes are goal-oriented.
Outcome is to change behavior or attitude.
Patient is motivated to learn.

14. Make links Between the concept and the theory

15. Health Belief Model
Developed by Rosenstock to explain individual decisions for health screening opportunities, the three primary points of this model are:
The individual’s perception of his/her susceptibility to and the severity of the disease are the primary motivators to learn and change behavior.
A belief must exist that the illness can be avoided and that taking action can reduce the risk.
The individual must also believe that he/she is capable of making the necessary changes.

16. Health Promotion Model
Developed by Pender, this model depicts a complex process associated with behavioral change for health promotion.
Focus is on optimizing wellness versus avoiding disease.
Patient motivation is influenced by social support and competing priorities.
Patient perceptions of benefit and the ability to succeed affect outcomes.

17. Know when and how to apply the concept to the context of nursing and health care

18. Patient Education as a Scope of Nursing Practice
Patient education provides a foundational role and provides competency in the professional nursing practice.
Patient education is expected as a component of health care in all settings and thus is applicable to all areas of the nursing practice involving patient care.

19. Learner Assessment
Involves the assessment of a patient’s individual learning needs and includes:
Education level
Literacy level
Social support
Resources
Developmental level
Culture

20. Patient Assessment Collaborative Learning #4
In your learning groups, discuss how age and the development level of a patient will influence the education process for one of the selected topics in the box below for each of the following age groups:
School-age child
Teenager
Older adult
Increasing intake of fruits and vegetables
Protecting skin from sun exposure
Getting adequate sleep
Reducing intake of sugary sodas

21. Maslow’s Hierarchy of Needs
Lower level needs must be met before attempting to address higher level needs.
How does Maslow’s hierarchy relate to a patient’s motivation to learn?

22. Barriers to Learning and Teaching
Collaborative Learning #5
In your learning groups, discuss the following:
Common barriers for patients to learn and ways to reduce those barriers
Common barriers for nurses to teach and ways to reduce those barriers

23. Planning and Implementation
Is determined by what teaching methods to use.
Is influenced by learning the domain used to achieve the outcome.
Implementation
Is influenced by the condition of the patient and competing priorities for the nurse.

24. Evaluation and Documentation
Learning outcomes are consistent with the learning domain.
Documentation
Includes information taught and the patient’s motivation, ability to learn, developmental level, and resources.

25. Interrelated Concepts