Chapter 5 Teaching Older Adults and Their Families

Chapter 5: Teaching Older Adults and Their Families

Learning Objectives • Apply key principles of adult learning to teaching older adults. • Discuss how changing demographics of the United States influences various aspects of the teaching–learning process. • Describe settings where health education for older adults can take place. • Describe the influence of cultural diversity on learning styles of older adults.

Learning Objectives (cont’d) • Discuss how health literacy influences teaching strategies used when educating older adults. • Compare the effect of normal physiologic changes and chronic illness on the learning process. • Apply strategies for enhancing teaching and learning of older adults.

Health Promotion and Illness/Injury Prevention • Healthy People 2020: Federal initiative that identifies health objectives relevant to older people (Table 5 -1, p. 124 -125) • �The Patient Protection and A�ffordable Care 2010 provides specific benefits to Medicare recipients including educational interventions • Factors influence learning motivation and ability: educational levels, gender roles, work experience, cultural/spiritual values, & physical health • Gerontological Nursing identifies Scope and Standards to include health education of patients, their families in their practice.

Principles of Adult Learning • GI Bill of Rights sent millions of veterans to college, changing people’s thinking about adult learning and introducing the concept of lifelong learning. • As “baby boomers” retire, many will return to the workforce full- or part-time, which may increase the need for new formal and informal educational options for adults

Theory of Adult Learning • Malcolm Knowles’ theory of adult learning. • Theory used in the development, planning and implementation of adult educational programs • Identifies motivation and relevance as key concepts in adults’ learning • Androgogy: the unique characteristics of teaching and learning of adults

Theory of Adult Learning • Adults – expect respect for their abilities and experience – are autonomous, self-directed, independent learners – are goal oriented – need to know that what they are learning is relevant and practical to their daily lives – expect to actively participate in learning and build on previous life experiences – derive much of their self-identity from past experiences

Theory of Self Efficacy • People's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives • Older adults can learn to compensate for declines in physical health by maximizing their intellectual capabilities of increased knowledge, skill, and experience.

Theory of Self Efficacy • Gerogogy – Definition: the process involved in stimulating and helping older persons to learn – teaching strategies leading to higher levels of empowerment and emancipation – Older adults can benefit from adjustments to teaching methods that consider impairments in the sensory, psychomotor, cognitive, and affective learning domains

Learning Preferences of Older Adults (Box 5 -1, 5 -2, P. 130) • Easy access, small investments of time and money to get started, and learning begins immediately. • Direct, hands-on experiences (Box 5 -2) • Methods that enable them to keep up with what’s going on in the world, for their own spiritual or personal growth, and/or for the simple joy of learning something new • Subjects that improve quality of life, build on current skill, or enable them to take better care of their health. • Use what they have learned right away or in the near future.

Barriers to Older Adults’ Learning • • Health disparities (Box 5 -3, p. 132) Factors related to cultural diversity Readability of materials for older adults People who have low health literacy may have greater difficulty in “locating providers and service, filling out complex health forms, sharing their medical history, seeking preventive health care, managing chronic health conditions, and understanding directions on medicine. ”

Technology for Older Adults’ Lifelong Learning • 70%� of those age 50– 64 38% and of adults 65+ use the Internet • Half of Internet users between ages 50 -64 and 26% of users 65+ used social networking sites • Seniors learn to use computer technology at public libraries, learning centers, and businesses that sell electronic devices. • Table 5 -3, p. 137

Strategies for Teaching Older Adults (Box 5 -8, P. 143) • Use the principles of adult learning theory • Use multiple teaching modalities to keep the material interesting and maintain attention • Accommodate any unusual physical needs • Make presentations elder-friendly • Choose interesting content • Use principles of literacy and avoid jargon

Strategies for Teaching Older Adults • Avoid glare; control environmental temperature and noise level • Use micro phone and speak slowly • Face the audience as many elders lip read • Limit content to 30 -40 minutes • Handouts should be in large font. • Make sure the room is large enough and prepare adaptive equip. • Use low pitch voice • Use non-verbal gesture • Give enough time during break • Provide liquid refreshment during break

Summary • Nurses need to be – prepared to meet the unique educational needs of the growing population of older adults who increasingly reflect diversity – flexible and adaptable, provide accurate and reliable Internet resources, include families in the instructional setting, consider the physical, cognitive, and sensory changes that occur with normal aging, as well as chronic disease states, and adapt educational programs and materials to the unique needs of older adults.