1. Chapter 8 Client Teaching

2. Importance of Client Teaching
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

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

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

5. 1. Learning Styles
Learning style referred to “The manner in which a knowledge is acquired“
Three general domains
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)
Affective domain: style of processing information that appeals to a person’s feelings, beliefs, or values
e.g. (supporting, accepting, refusing, defending.…..)
Psychomotor domain: style of processing information that focuses on learning by doing
e.g. (assembling, changing, filling, adding, removing.…..)
refer p

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

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

9. Related differences among learners
Pedagogy
Androgogy
Gerogogy
Physical immature
Physically mature
Undergoing degenerative changes
Lack experience
Building experience
Vast (huge) experience
Compulsory learner
Voluntary learner
Crisis learner
Short attention span
Longer 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 feedback
Can postpone feedback
Respond to frequent feedback

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

11. Capacity to Learn (cont’d)
Sensory deficits
Older adults
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:
Implement health teaching when most alert and comfortable
Keep teaching session short
Use client’s name frequently
Show enthusiasm
Use colorful materials
Involve client in an active way
Vary tone and pitch of voice

13. 4. 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. 5. 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. 6. 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
(instructional design process)
Both are needed…………
End…