1. TEACHING/LEARNING
CHARISSE REED, MSN, RN

2. What is Learning?
Acquisition of knowledge or skill by practice, study, or instruction.

3. Domains of Learning
Cognitive- the thinking part- making decisions, problem solving, etc.
Affective- the feeling part- changes one’s beliefs, attitudes, or values.
Psychomotor- the doing part- the physical demonstration of what is learned.

4. Qualitites of a Teaching/Learning Relationship
Pt & Nurse are equal participants
Rapport is developed
Pt. demonstrates readiness to learn

5. Purposes of Patient Education
Promote Health & Wellness (1o Prevention)
Prevent or Dx illness early (2o Prevention)
Restore Optimal Health & Wellness after illness has been diagnosed (3o Prevention)
Promotion of Coping

6. Examples:
Primary Prevention- vaccinations, Fluoride in water, child restraints in cars
Secondary Prevention – Physical Assessments, vision screening, self breast exams
Tertiary Prevention – Rehab after a hip replacement, drug rehab, education for newly diagnosed diabetic.

7. Promotion of Coping Education can help the patient deal with:
Chronic Illness or Disability
New or frightening procedure
Adapting to new devices
Adjusting to new dietary restrictions
Grief, loss, eventual death

8. Step 1: Assessment What does patient Need to Know?
What does he/she already know? What is the priority?
Are there any barriers to learning?
Language? Cultural? Religious?
Is the patient Ready to Learn?
What motivates him/her? What de-motivates him/her?
“Compliance” vs. “Adherence”

9. Assessing Readiness to Learn, continued
What is the patient’s physical/sensory state?
Poor vision? Pain? Poor fine-motor skills?
What is the patient’s literacy level?
Can he/she read? Write? Understand?

10. Step 2: Nursing Diagnosis
The first part of the nursing diagnosis might be:
Deficient Knowledge
Ineffective Health Maintenance
Ineffective Therapeutic Regime Management
Health Seeking Behaviors
(see table on pg 143 for possible “Related to”s)

11. Step 3: Setting Goals (Outcomes)
Patient centered
Patient involved
Be brief and be realistic.
Who + Does + What + How + When = Goal
Example: Pt. will demonstrate dressing change using sterile technique before discharge.

12. Step 4: Implementing Teaching
Lecture
Demonstration
Role Play (or dolls)
Pamphlets
Videos
Internet
Equipment & Models
(Use whatever is available, and whatever works)

13. Tips for Effective Teaching
Use an interpreter if necessary
Patient should be well rested
Patient should be comfortable, pain free
Teaching session should be brief– about 10 minutes at a time
Observe for “teachable moments”
Include family/friends if they are interested.
Provide positive feedback or praise.

14. Step 5: Evaluation Measureable goals are the key to easy evaluation!
Teach-back: have patient tell you what you have told them.
Return Demonstration: have patient perform a skill.

15. Step 6: Documentation
Communicates the plan and the progress to other members of the health care team
Fulfills the requirements of the job description as put forth by local, state, and national licensing agencies.
It provides a legal record of what was taught.

16. Lifespan Considerations
Infants- Teach the parents
Toddlers/Preschoolers- Let them handle equipment. Be honest about painful procedures.
School age- Show how they contribute to their own health
Adolescents – include them in the planning. Show alternatives and the consequences
Elderly- motivated by things that improve their self esteem & independence.

17. Final Considerations
Nurse can influence the patient, but cannot control him or her
Teaching plan must be individualized for each patient, taking into account age, literacy, and what the patient needs to learn.

18. Questions?????