Patient/Consumer Education

learning need

gap in knowledge of the desired level of performance and the actual level of performance

return demonstration

have patient demonstrate how they would perform the skill in response to a what if situation allows that individual to exhibit mastery of the skill

anticipatory guidance

when you tell the learner what they should expect from learning situation. help prevent complications build on prior knowledge. reinforce that pt is doing well. clarify misunderstandings

motivation

whether patient wants to learn and is usually greatest when patient is ready, learning need is recognized and info being offered is meaningful to patient

patient contract

mutual agreement b/w client and what resources are available to them, how learning will be accomplished. if theres a reward for goal of accomplishment or adherence, allows for respect and responsibility.

motivation is indicated by

nonverbal behavior

cognitive learning

pt should be able to demonstrate acquisition of knowledge

factors that influence learning process

readiness, motivation to learn. reading and comprehension level, mobility

determine readiness to learn

ready to learn. search out info, ask questions, reading books or articles, talking to others, showing interest in learning

psychomotor skills

observe how well pt carries out a procedure

teach back method

patient describes main points in own words verbal communication instead of physical performance hand outs or return demonstration

ANA

patients bills of rights

discovery/problem solving

present situation and learner has to apply info

healthy ppl 2020

promotes education that improves individuals ability to make informed health choices

client education

promoting health and empowering clients as an independent nursing function

schedule time for a

review

behavior modification

rewards desired behavior. can be used in conjunction with contract. using technology, can help apply the info. tech can create barriers for some patients

the joint commission

standards for patient education, understanding

technology assisted instruction

application of information psychomotor skills complex problem solving skills electronic device for teaching or learning -devices can create barrier to learning for some patients

developing a teaching plan. what do you do first?

assess needs of patient or group -health history -physical and psychosocial assessment -support system

transcultural teaching

cultural and ethnic differences may present barriers to learning -lang and comm -conflicting healing practices -beliefs that may affect compliance -high risk or high frequency health problems

nurse practice act

define teaching as a function of nursing and a legal and professional resonsibility

group teaching

economical. enhances learning, where learners can share and learn from each other. all learners in group should have common need.

provide

frequent sessions

guidelines in teaching patients from various cultural backgrounds

get teaching materials, instructions in lang used by pt use visual aids to comm meaning use concrete rather than abstract words allow time for Qs

health literacy

indiv ability to use literacy skills as a means of obtaining, understanding, and applying info. allows pt to make sense of health info and use it to make decisions about healthcare. must assess

affective learning

listen to pt responses to questions note how pt speaks about relevant subjects observe pt behavior that expresses feelings, values

want to teach

simple to complex

limit information in a

single session