Patient Education Chapter_12 - 1

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Information about Patient Education Chapter_12 - 1
Education

Published on March 16, 2016

Author: dwanfai

Source: authorstream.com

Slide1: Chapter 12 Patient Education Objectives: Objectives Identify appropriate topics for a patient’s health education needs. Describe the similarities and differences between teaching and learning. Identify the purposes of patient education. Describe the domains of learning. Differentiate factors that determine readiness to learn from those that determine ability to learn. Compare the nursing and teaching processes. 2 Objectives: Objectives Describe the characteristics of an environment that promotes learning. Identify the principles of effective teaching and learning Describe ways to adapt teaching for patients with different learning needs. Describe ways to incorporate teaching with routine nursing care. Identify methods for evaluating learning. Describe appropriate documentation of teaching and learning. 3 Standards for Patient Education: Standards for Patient Education All state Nurse Practice Acts recognize that patient education is a professional responsibility of every nurse. Patient education is considered a basic nursing competency. As a nurse you need to ensure that education takes place, evaluate if learning occurred, and document all steps of the process Purposes of Patient Education: Purposes of Patient Education To help individuals, families, or communities achieve optimal levels of health, safety, and independence Patient education includes: Maintenance and promotion of health and illness prevention Restoration of health Coping with impaired functioning Teaching and Learning: Teaching and Learning Teaching An interactive process that promotes learning Learning The purposeful acquisition of knowledge, attitudes, behaviors , or skills Role of the Nurse in Teaching and Learning: Role of the Nurse in Teaching and Learning Teach information that the patient and the family need to make informed decisions regarding their care. Determine what patients need to know. Identify when patients are ready to learn. Domains of Learning : Domains of Learning Cognitive Includes all intellectual behaviors and requires thinking Affective Deals with expression of feelings and acceptance of attitudes, opinions, or values Psychomotor Involves acquiring skills that require integration of mental and muscular activity Basic Learning Principles: Basic Learning Principles Motivation to learn Addresses the patient’s desire or willingness to learn Ability to learn Depends on physical and cognitive abilities, developmental level, physical wellness, thought processes Learning styles Affects a person’s preferences for learning Learning environment Allows a person to attend to instruction Motivation to Learn: Motivation to Learn Motivation: an internal impulse that guides behavior Attentional set: the mental state that allows the learner to focus on and understand a learning activity The ACCESS Model: The ACCESS Model A ssessment C ommunication C ultural negotiation and compromise E stablishment of respect S ensitivity S afety Readiness to Learn: Readiness to Learn Introduce a teaching plan when your patient enters the stage of acceptance, which is most compatible with learning. Continue to teach as long as the patient remains in a stage conducive to learning. Ability to Learn: Ability to Learn Developmental capability Cognitive development Prior knowledge Age group Children Adults Physical capability Level of physical development Physical health Fatigue Learning Environment: Learning Environment Well lit Good ventilation Appropriate furniture Comfortable temperature Quiet Private Integrating the Nursing and Teaching Processes: Integrating the Nursing and Teaching Processes Assessment reveals your patient’s health care and learning needs. Use assessment data to determine nursing diagnoses unique to your patient’s situation. Develop and implement an individualized plan of care with appropriate interventions. Evaluate the level of success in meeting the goals of care. Nursing Process: Assessment: Nursing Process: Assessment Focused patient assessment Learning needs Resources for learning Ability to learn Patient expectations Motivation to learn Teaching environment Nursing Process: Assessment (Cont.): Nursing Process: Assessment (Cont.) Learning styles Visual Auditory K inesthetic/tactile Resources for learning Family and friends Teaching tools Language and cultural factors Professional translators Cultural perception of illness Nursing Process: Assessment (Cont.): Nursing Process: Assessment (Cont.) Health literacy Evidence-based assessment tools Special needs of children Developmental stage Older adult considerations Age-related barriers to learning Nursing Process: Nursing Diagnosis: Nursing Process: Nursing Diagnosis Nursing diagnoses for patient education Deficient knowledge (affective, cognitive, psychomotor ) Noncompliance with medical schedule Ineffective denial Ineffective health maintenance Ineffective self-health management Risk-prone health behavior Ineffective Family Therapeutic Regimen Management Nursing Process: Planning: Nursing Process: Planning Determine goals and expected outcomes that guide the choice of teaching strategies and approaches with a patient. Set priorities. Select timing to teach. Organize the teaching materials. Use teamwork and collaboration. Nursing Process: Implementation: Nursing Process: Implementation Teaching approaches Telling Participating Entrusting Reinforcing Incorporating teaching with nursing care Nursing Process: Implementation (Cont.): Nursing Process: Implementation (Cont.) Teaching methods One-on-one discussion Group instruction Preparatory instruction Demonstrations Analogies Role playing Simulation Use of technology Nursing Process: Implementation (Cont.): Nursing Process: Implementation (Cont.) Maintaining attention and participation Illiteracy and other disabilities Cultural awareness Nursing Process: Evaluation: Nursing Process: Evaluation Patient care Evaluate a patient’s learning Teach Back method Discontinue , adjust, or amend the plan, as needed Patient expectations Documentation of Patient Teaching: Documentation of Patient Teaching Document: Assessment data and related nursing diagnoses Interventions planned and used Evaluation of learning Ability of patient or family to manage care

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