2 Learning Outcomes Review the components of the teaching process. Compare the teaching process to the nursing process.List the client education critical elements for performance in the nursing lab.Identify the components of the teaching projectExplain the assignment expectations in a stepwise approach.
3 Teaching process in Client education AssessmentIdentification of learning needs utilizing a focused assessment to identify the presence of concerns that needs to be addressed and to exclude the presence of barriers to learningPlanningDevelopment of learning outcomes and the selection and design of appropriate content to achieve themImplementationProvision of a teaching plan to the intended audienceEvaluationCollection of data to determine the client’s progress toward achieving learning outcomes.
4 Teaching Process vs. Nursing process Assessment: collection and organization of subjective/objective dataPlanning: analysis of data to draw diagnostic conclusions and development of outcomes and actions to treat diagnosesImplementation: provision and documentation of care planned in the care planEvaluation: collection of data measuring outcomes identified.assessmentplanningimplementationevaluation
5 Client Education Critical Elements in Nursing Lab Develops client scenario for teaching topic.Identifies learning needs.Lists objectives/expected outcomes.Identifies methodology and tools.Develops content outline.Implements plan via demonstration.Evaluates client's understanding of information presented.Documents client's understanding of learning needs and/or objectives.Completes all critical elements within a 12 minute timeframe
6 Components of the teaching project Patient teaching worksheetTo be completed on the assigned teaching topic and submitted for review to the lab instructor.Base your work on the teaching examplePatient teaching presentationRole-play of the actual teaching topic assigned in the nursing lab.To be performed on the assigned lab date using a lab partner as a client.
7 Creating the teaching scenario Key features of an excellent scenarioIncludes the appropriate topical informationHas the focused assessment data indicating a learning need included in the scenario.Has excluded the presence of barriers to learning
8 Creating the teaching scenario Appropriate topical informationrealistic prescription for medication, procedure or treatmentFocused assessment data indicating a learning needindicates that the client has verbalized a lack of understanding of the medication, procedure, or treatment it is newly prescribed and the client lacks familiarity with it.Exclusion of barriers to learningIndicates that the client is ready and willing to learn
9 Assessment of client’s learning needs Client’s attributesCognitive, psychomotor skillsDesire to learn/affective skillsPresence of barriers to learningClient’s needsPrescribed therapyAdaptation to level of illness prevention
10 Nursing Diagnosis Selects a teaching diagnosis correctly Health seeking behaviorsIneffective therapeutic regimen managementUses alternative nursing diagnoses correctlyAnxietyUses PES format correctlyCreates a risk for statement regarding ineffective therapeutic regimen management if the client is newly prescribed or diagnosed.
11 OutcomesThe outcome is a statement that reflects a concrete measurable event and timing that reflects learning that would be accomplished by the end of the counseling session.The statements include:a return demonstration for the performance of a treatment, medication or procedureA verbalization of understanding for an explanation of a treatment, medication or procedure
12 Methodology/toolsThe methodology is complete, relevant and appropriate for the client situationVerbal explanation, Demonstration, MultimediaThe tools listed are complete, relevant and appropriate for the client situation.The tools are the equipment needed to complete the teaching planThe student would use a syringe, alcohol swab, medication vial, injection pad, brochure about the injection procedure
13 Content outlineThe content outline is a table of the relevant objectives and correlated content that is necessary to achieve the outcome.Use the relevant content maps to guide objective development.
14 Method of evaluationThe method of evaluation would accurately determine if the client will be able to achieve the outcome.The methods are derived from the outcome statement and are generally as follows:Verbal query to ascertain level of understandingDirect observation of a procedure or skill that is supposed to be demonstrated upon request
15 DocumentationThe documentation included the focused assessment data indicating the learning need, the teaching provided and the clients response.If you set up your narrative first as a focus note (DAR), you will have identified the pertinent information required.
16 Summary of key pointsThe patient teaching project requires that you submit a patient teaching worksheet on your assigned topic before lab 5 in the nursing lab schedule.The final component of the teaching project is a role play scheduled during the nursing lab wherein you will be required to present the actual teaching as if you were providing the teaching to a client in a real situation.In order to successfully complete the assignment the student should review the components of the teaching process; assessment, planning, implementation and evaluation as it related to the nursing process..The student should review and analyze the critical elements client education for performance in the nursing lab and compare their individual performance to the teaching example and recommendation provided in this presentation.
17 Web resourcesReview the following articles on patient education by Maureen Habel, RN, MA :Patient Education: Empowering Patients and FamiliesPatient Education: Empowering Patients and Families (Part 2)How To Be an Effective Patient Teacher (Part 1 of this chapter)Getting Your Message Across: Patient Teaching, Part 4Getting Your Message Across: Patient Teaching, Part 5Review web-based patient teaching resourcesReview the health care literacy initiative websiteReview health care literacy presentation at
19 Glossary of terms Focused assessment BackFocused assessmentOrganized collection of subjective and objective data that supports a learning need.Barriers to learningPersonal, interpersonal or situational factors that would interfere with learning materialDesign of appropriate contentUtilization of teaching methods ( ex: verbal instruction, written explanations, visual tools, multimedia, games) that is content & client appropriate.Learning outcomes or objectivesSequenced statements that indicate the desired learning the client will achieve at the end of the counseling session.Intended audienceClient, family, caregivers and community based on the initial assessment
20 Health Seeking Behaviors BackDefinitionFocused assessmentThe state in which an individual in stable health actively seeks ways to alter personal health habits and/or the environment to move toward a higher level of wellness. (Stable health is defined as a condition in which the client's well-being is maximized; signs and symptoms of disease, if present, are controlled; and disabilities follow a predictable, nonacute route.Expressed or observed desire to seek information for health promotionSource: Carpenito, Handbook of diagnosis(2006)
21 Ineffective Therapeutic Regimen Management BackDefinitionFocused assessmentA pattern in which the individual experiences or is at risk to experience difficulty integrating into daily living a program for treatment of illness and the sequelae of illness and reduction of risk situations (e.g., unsafe, pollution).Verbalized desire to manage the treatment of illness and prevention of sequelaeVerbalized difficulty with regulation/integration of one or more prescribed regimens for treatment of illness and its effects or for prevention of complicationsSource: Carpenito, Handbook of diagnosis(2006)
22 AnxietyDefinitionFocused assessmentThe state in which an individual or group experiences feelings of uneasiness (apprehension) and activation of the autonomic nervous system in response to a vague, nonspecific threat.Manifested by symptoms from three categories: physiologic, emotional, and cognitive; symptoms vary according to the level of anxiety.Source: Carpenito, Handbook of diagnosis(2006)