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BSN225 week 1
Week 1 Sherpath
| Question | Answer |
|---|---|
| The following areas are commonly associated with health literacy: | Patient/health care provider communication (information related to medical terms/health condition) |
| The following areas are commonly associated with health literacy: | Medication labels and medication instructions |
| The following areas are commonly associated with health literacy: | Informed consent for treatment |
| The following areas are commonly associated with health literacy: | Medical and insurance forms |
| The following areas are commonly associated with health literacy: | Personal health history and reporting of symptoms |
| The following areas are commonly associated with health literacy: | Written educational materials, such as handouts or pamphlets |
| What four healthcare outcomes are likely to happen to people with a low health literacy? | 1. Are more likely to visit the ER 2. Have more hospital stays 3. Are less likely to follow treatment plans 4. Have higher mortality rates |
| What three competencies does the Program for the International Assessment of Adult Competencies (PIACC) use to assess adult literacy? | 1. Literacy 2. Numeracy 3. digital problem-solving in adults 16-65 |
| What are the seven high risk groups for low health literacy? | 1. Older adults 2. Those who speak English as second language 3. Immigrants 4. Members of lower socioeconomic class 5. Homeless individuals 6. Prison population 7. People with limited formal education |
| What are the 4 components of health literacy? | 1. Oral Communication 2. Reading Comprehension 3. Numeracy 4. Technology |
| What 7 competencies should a person with proficient health literacy be able to demonstrate, according to the Healthy People 2020 initiative? | 1. Read/identify credible health information 2. Understand numbers of their medications 3. Make appointments 4. Fill out forms/obtain health records 5. Advocate for care 6. Navigate complex insurance programs 7. Use technology to access information |
| Challenges to effective patient education specific to nursing include: | Decreased length of stays (shorter amounts of time to teach) |
| Challenges to effective patient education specific to nursing include: | Limited time during outpatient clinic visits |
| Challenges to effective patient education specific to nursing include: | Limited or lack of teaching materials/supplies |
| Challenges to effective patient education specific to nursing include: | Conflicting information received by patients who seek information from the internet, other primary health care providers, or other health care disciplines |
| Challenges to effective patient education specific to nursing include: | Complex patient care needs and a nurse who may have limited training/skills to provide the necessary education |
| Challenges to effective patient education specific to nursing include: | Low patient health literacy and/or low patient literacy |
| Challenges to effective patient education specific to nursing include: | Anxiety, stress, or medications affecting mental capacity |
| Challenges to effective patient education specific to nursing include: | Patient's lack of readiness to learn |
| Barriers to effective patient education include: | A nurse's lack of awareness about a patient's level of health literacy |
| Barriers to effective patient education include: | Lack of time to answer questions or to repeat complicated material |
| Barriers to effective patient education include: | Inaccurate simplification of complex information |
| Barriers to effective patient education include: | Concerns about offending the learner due to culture/race |
| Barriers to effective patient education include: | Staff turnover, which leads to inadequate educational training of new nurses |
| Barriers to effective patient education include: | A nurse's belief that particular information is not vital and does not need to be taught |
| What are the four most commonly applied teaching and learning theories? | 1. Behavioral Theories 2. Cognitive Theories 3. Change Theories 4. Humanistic Theories |
| Define Behavioral Theories: | Some of the most common theories believe learning should focus on observable behaviors |
| Define Cognitive Theories: | These theories believe that internal processes must occur for the learner to begin understanding presented information |
| Define Change Theories: | Learners must be assessed for readiness to learn before presentation of the educational material so that behavioral changes may be implemented |
| Define Humanistic Theories: | The learner must be self-motivated in addition to being able to self-evaluate with clear-cut goals and outcomes (Stephens, 2016). |
| According to the learning retention pyramid, how much information can a person retain when the information is "Read" to them? | 10% information retention |
| According to the learning retention pyramid, how much information can a person retain when the information is "Spoke for them to hear" to them? | 20% information retention |
| According to the learning retention pyramid, how much information can a person retain when the information is "Presented for them to see"? | 30% information retention |
| According to the learning retention pyramid, how much information retention happens when: See and Hear | 50% information retention |
| According to the learning retention pyramid, how much information retention happens when: Writes | 60% information retention |
| According to the learning retention pyramid, how much information retention happens when: Dicuss | 70% information retention |
| According to the learning retention pyramid, how much information retention happens when: Experience | 80% information retention |
| According to the learning retention pyramid, how much information retention happens when: Teach | 95% information retention |
| Define "Formal patient education": | Formal patient education usually occurs in a classroom with a group of patients or with patients individually in an acute care setting. Formal education is structured, goal-oriented, and scheduled by the nurse when delivered in health care settings. |
| Define "Informal patient education": | Informal patient education is an unstructured, unscheduled opportunity. It is generally patient- or caregiver-directed, and it occurs in a spontaneous manner when the patient, the caregiver, or both have a specific question or educational need. |
| Examples of formal patient education | -blood glucose monitoring and insulin injection information for newly diagnosed diabetic patients -Childbirth classes for a group of expecting mothers -Class for nursing students on proper methods for obtaining vital signs -CPR classes |
| Examples of informal patient education | Answering patient questions such as: -What does this medication do? -How long will the procedure take? -What happens during this test? -Does this medication cause side effects? -Will the procedure hurt? |
| What is the most important concept that results in improvements in patient's health literacy? | The teach-back method |
| What are the 4 steps to the teach-back method? | 1. Teach new skill or concept, have pt repeat it back in their own words 2. Clarify or correct misunderstood information, have pt repeat corrected info 3. Say "What questions do you have?" 4. Continue process until concept or skill is understood. |
| Name the 3 health literacy principles: | 1. Encourage questions 2. Use plain language 3. Limit teaching to 3-5 concepts |
| Define "Self-directed learning" | This occurs when individuals seek the information themselves instead of waiting for the information to be taught |
| Define "Collaborative learning" | This occurs over time through multiple interactions with others such as nurses, respiratory therapists, and primary health care providers |
| Define "Incidental learning" | This occurs through mistakes and motivates the learner to engage in finding more information about why the mistake happened |
| What are the 5 elements that can negatively influence the educational process? | 1. Negative effects on motivation to learn 2. Cognitive ability 3. Cultural influences 4. Emotional barriers 5. Ineffective communication |
| Give examples on "Negative effects on motivation to learn" | -Belief that goals are unattainable -Lack of trust in the nurse/pt relationship -Denial of current illness -Too many distractions -Feeling overwhelmed by too much information |
| Give examples on "Cognitive ability" | -Age -Brain injury -Developmental delay -Medication side effects -Low literacy |
| Give examples on "Cultural influences" | -Lack of a support system -Cultural influences that do not support wellness -Religious or spiritual influences -Individual cultural beliefs about wellness |
| Give examples on "Emotional barriers" | -Stress about finances, health -Anxiety about new diagnosis -Anxiety about loss of independence -Recent loss - divorce, death of family member -Depression |
| Give examples on "Ineffective communication" | -Language barrier -Hearing impairment -Vision impairment -Speech impairment (jaw wired shut, history of stroke) |
| What are the 5 most common teaching styles? | 1. Questioning 2. Lecture 3. Demonstration 4. Group discussion 5. Role-playing |
| What are the 3 domains of learning? | 1. Cognitive domain 2. Psychomotor domain 3. Affective domain |
| Define "Cognitive domain" | This requires the memorization and recollection of data |
| Give examples of "Cognitive domain" | -Teaching about carbohydrate counting to a new diabetic -Knowing the signs of infection with a ventricular assist device (VAD) -Knowing signs and symptoms of heart failure |
| Define "Psychomotor domain" | This requires physical movement or motor skills during a teachable moment |
| Give examples of "Psychomotor domain" | -Learning to check a blood glucose level for a new diabetic -Learning to change a VAD dressing -Obtaining accurate daily weight for the patient with heart failure |
| Define "Affective domain" | This recognizes the importance of emotions involved when learning new material |
| Give examples of "Affective domain" | -Exploring the feelings associated with self-administering insulin -Discussing the importance of VAD dressing changes in the prevention of infections -Discussing the pt's feeling about the need to significantly change diet to maintain better health |
| What are the 4 main styles of learning? | 1. Visual learning 2. Auditory learning 3. Reading/writing learning 4. Kinesthetic/tactile learning |
| VARK is a questionnaire that helps you determine what? | The pt's preferred learning style |
| What aspects are included in Visual learning? | -Diagrams -Charts and graphs -Designs -Photographs -Illustrations |
| What aspects are included in Auditory learning? | -Listening to instructions -Debates -Discussions -Audio tapes -Seminars -Music |
| What aspects are included in Reading/Writing learning? | -Written materials -Books -Reading -Note-taking -Essays |
| What aspects are included in Kinesthetic/Tactile learning? | -Physical involvement -Real-life examples -Demonstrations -Simulation and role-playing -Working models or examples -Physical activities |
| What are the 4 specific patient education strategies? | 1. Ensuring Effectiveness of Patient Education 2. Creating a Positive Learning Environment 3. Avoiding Information Overload 4. Using Ask Me 3 Tool |
| What are the 3 questions of the Ask Me 3 Tool that enhances teaching and learning interactions? | 1. What is my main problem? 2. What do I need to do? 3. Why is it important for me to do this? |
| What are 6 important considerations to remember when providing education to a patient with poor health literacy? | 1. Using plain language/simple terms 2. Teach only necessary info 3. Teach the important info first 4. Condense info to avoid overwhelming a patient 5. Confirm written material is at an appropriate grade level 6. Use multiple formats to present info |
Created by:
Awolfgram24