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
