Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Patient Education
| Question | Answer |
|---|---|
| Effective patient education | helps patients become healthier and more independent. |
| Goal of patient education | assist individuals, families, or communities in achieving optimal levels of health. |
| JCAHO | sets standards for patient and family education. |
| Maintenance and promotion of health and illness prevention (pg. 177 box 10-2) | Society has more access to information; this makes people more likely to seek early diagnosis and treatment. e.g. immunizations, first aid, safety, avoiding smoking etc. |
| Restoration of Health (pg 177 box 10-2) | Patients must be able to adapt to illness and be willing to learn to effectively educate a patient; including family sometimes helps. e.g. (factors r/t disease or condition) |
| Coping with impared functioning (pg 177 10-2) | Patients who never fully recover from illnesses or injury may require new skills to continue ADL's. e.g. home care, rehab, PT, OT etc. |
| Teaching | is an interactive process that promotes learning. It consists of a set of actions that helps individuals gain new knowledge or perform new skills. |
| Learning | learning new knowledge or skills through practice and experience. |
| Teaching and learning begin | when a person identifies a need for knowing or acquiring an ability to do something. |
| Teaching is most effective when | it responds to a learner's immediate needs. |
| The teacher identifies these needs by | asking questions and determining the learners interest. |
| Referent | TEACHING ASPECT: perceived need to provide person with information. |
| Sender | TEACHING ASPECT: Teacher that assists person in learning. |
| Intrapersonal variables (sender) | TEACHING ASPECT: teachers philosophy of education (based on learning theory) teaching approach values, & emotions. |
| Message | TEACHING ASPECT: content of information taught. |
| Channels | TEACHING ASPECT: Methods used to present material(senses) |
| Receiver | TEACHING ASPECT: learner |
| Intrapersonal variables (receiver) | TEACHING ASPECT: Willingness and ability to learn. (physical and developmental health) |
| Feedback | TEACHING ASPECT: determination of whether the learner achieved the learning objectives. |
| Nurses role in teaching and learning | answering patients questions, and providing information and clarifying information. |
| Learning objective | what the patient will be able to do after successful instruction. |
| Effective communication | depends on the effectiveness of your communication skills. |
| Return Demonstration | learner restates the received information or demonstrates learned skills. |
| Learning occurs in 3 domains | cognitive, affective, and psychomotor. |
| Cognitive learning (understanding) | what the patient knows and understands. |
| Affective learning (values) | includes the patients feelings, attitudes, opinions and values. |
| Psychomotor learning (motor skills) | patients require integration of knowledge and physical skills e.g. walking with a walker or giving an insulin injection. |
| Motivation | internal impulse that causes a person to do something or take initiative to learn. |
| Attentional set | mental state that allows the learner to focus on and understand the material. e.g. mental pictures to visualize ideas |
| Physical conditions (pain, hunger, or fatigue) | impair a persons ability to concentrate. |
| Ability to learn | is influenced by mental and physical capabilities. |
| Teaching infant | consistency, smiling, speaking softly, & allowing infant to touch different textures. |
| Teaching Toddler | Play, picture books, & use simple words |
| Teaching Preschooler | role-playing, imitation & play; make it fun...pictures, short stories & encourage questions. |
| Teaching School aged child | teach psychomotor skills, discuss & answer sessions. |
| Teaching Adolescent | Teach about feelings & self expression, problem solving, & allow them to make positive health choices. |
| Teaching young or middle adult | encourage independent learning, offer information, set mutual goals. |
| Teaching Older adult | involve rested, alert patient in discussion of activity, focus on strengths, teach in short sessions, enhance sensory stimuli. |
| Ideal learning room | good lighting and ventilation, appropriate furniture, and a comfortable temperature. |
| Time to teach | when a patient enters the health facility, discharge, & home. |
| Selling approach | uses 2 way communication; instruction is based on the patients response. |
| Participating | you and the patient set objectives and participate in the learning process together. |
| Entrusting | gives the patient the ability to manage self-care. |
| Reinforcement | Feedback is a common reinforcement "Good job". |
| Preparatory instruction | providing information about procedures. |
| Analogies | add to verbal instruction by providing familiar images that make complex information more real and understandable. |
| Discovery | useful for teaching problem solving, application, and independent thinking. |
Created by:
vyhlidal-m001
Popular Nursing sets