Patient Education
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| Effective patient education | helps patients become healthier and more independent.
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| Goal of patient education | assist individuals, families, or communities in achieving optimal levels of health.
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| JCAHO | sets standards for patient and family education.
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| 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.
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| 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)
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| 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.
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| 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.
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| Learning | learning new knowledge or skills through practice and experience.
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| Teaching and learning begin | when a person identifies a need for knowing or acquiring an ability to do something.
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| Teaching is most effective when | it responds to a learner's immediate needs.
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| The teacher identifies these needs by | asking questions and determining the learners interest.
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| Referent | TEACHING ASPECT: perceived need to provide person with information.
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| Sender | TEACHING ASPECT: Teacher that assists person in learning.
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| Intrapersonal variables (sender) | TEACHING ASPECT: teachers philosophy of education (based on learning theory) teaching approach values, & emotions.
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| Message | TEACHING ASPECT: content of information taught.
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| Channels | TEACHING ASPECT: Methods used to present material(senses)
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| Receiver | TEACHING ASPECT: learner
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| Intrapersonal variables (receiver) | TEACHING ASPECT: Willingness and ability to learn. (physical and developmental health)
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| Feedback | TEACHING ASPECT: determination of whether the learner achieved the learning objectives.
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| Nurses role in teaching and learning | answering patients questions, and providing information and clarifying information.
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| Learning objective | what the patient will be able to do after successful instruction.
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| Effective communication | depends on the effectiveness of your communication skills.
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| Return Demonstration | learner restates the received information or demonstrates learned skills.
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| Learning occurs in 3 domains | cognitive, affective, and psychomotor.
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| Cognitive learning (understanding) | what the patient knows and understands.
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| Affective learning (values) | includes the patients feelings, attitudes, opinions and values.
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| Psychomotor learning (motor skills) | patients require integration of knowledge and physical skills e.g. walking with a walker or giving an insulin injection.
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| Motivation | internal impulse that causes a person to do something or take initiative to learn.
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| Attentional set | mental state that allows the learner to focus on and understand the material. e.g. mental pictures to visualize ideas
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| Physical conditions (pain, hunger, or fatigue) | impair a persons ability to concentrate.
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| Ability to learn | is influenced by mental and physical capabilities.
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| Teaching infant | consistency, smiling, speaking softly, & allowing infant to touch different textures.
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| Teaching Toddler | Play, picture books, & use simple words
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| Teaching Preschooler | role-playing, imitation & play; make it fun...pictures, short stories & encourage questions.
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| Teaching School aged child | teach psychomotor skills, discuss & answer sessions.
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| Teaching Adolescent | Teach about feelings & self expression, problem solving, & allow them to make positive health choices.
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| Teaching young or middle adult | encourage independent learning, offer information, set mutual goals.
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| Teaching Older adult | involve rested, alert patient in discussion of activity, focus on strengths, teach in short sessions, enhance sensory stimuli.
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| Ideal learning room | good lighting and ventilation, appropriate furniture, and a comfortable temperature.
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| Time to teach | when a patient enters the health facility, discharge, & home.
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| Selling approach | uses 2 way communication; instruction is based on the patients response.
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| Participating | you and the patient set objectives and participate in the learning process together.
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| Entrusting | gives the patient the ability to manage self-care.
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| Reinforcement | Feedback is a common reinforcement "Good job".
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| Preparatory instruction | providing information about procedures.
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| Analogies | add to verbal instruction by providing familiar images that make complex information more real and understandable.
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| Discovery | useful for teaching problem solving, application, and independent thinking.
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