Craven Fundamentals of Nursing Human Health and Function

Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings 2012 1

Teaching–Learning Process �Learning: The acquisition of a skill or knowledge by practice, study, or instruction �Different conceptual models of the learning process view the teacher’s role as director, designer, programmer, or producer NRS_320_Craven Collings 2012 2

Teaching–Learning Process (Cont’d) �Examples ◦ Learning anatomy: Need to memorize facts ◦ Dealing with patients: Intuitive component ◦ Pharmacology: Previous knowledge of pathophysiology, chemistry, anatomy, physiology, and mathematics NRS_320_Craven Collings 2012 3

Teaching–Learning Process (Cont’d) �Domains of learning ◦ Cognitive: Refers to rational thought, what one generally considers “thinking” �May involve learning facts, reaching conclusions, solving problems, making decisions, or using critical thinking skills ◦ Example: Teaching a new mother the physiology of the breast and its role in milk production NRS_320_Craven Collings 2012 4

Teaching–Learning Process (Cont’d) �Affective: ◦ Emotions or feelings ◦ Changes beliefs, attitudes, or values �Example: Helping a new mother explore the possible benefits of breast-feeding for the health of her baby NRS_320_Craven Collings 2012 5

Question true or false: Affective learning changes beliefs, attitudes, or values. NRS_320_Craven Collings 2012 6

Answer True. Rationale: Affective learning changes beliefs, attitudes, or values. NRS_320_Craven Collings 2012 7

Teaching–Learning Process (Cont’d) �Psychomotor ◦ Muscular movements learned to perform new skills and procedures ◦ Important: Dexterity to manipulate the body parts, tools, or objects needed to perform the skill or procedure NRS_320_Craven Collings 2012 8

Teaching–Learning Process (Cont’d) �Teaching–learning relationship ◦ Characterized by mutual sharing, advocacy, and negotiation �Effective learning ◦ Occurs when patients and healthcare professionals are equal participants in the teaching–learning process NRS_320_Craven Collings 2012 9

Teaching–Learning Process (Cont’d) �Qualities of a teaching–learning relationship ◦ Patient focus ◦ Holism ◦ Negotiation ◦ Interactive NRS_320_Craven Collings 2012 10

Purposes of Patient Education �To promote Health/wellness �(primary prevention) • Prevent or diagnose illness early • (secondary prevention) �Restore optimal health and function if illness has occurred �(tertiary prevention) �Assist patients and families to cope with alterations in health status NRS_320_Craven Collings 2012 11

Purposes of Patient Education (Cont’d) �Health promotion �Disease prevention �Restoration of health or function �Promotion of coping NRS_320_Craven Collings 2012 12

Assessment for Learning �Assessing learning needs: Begins with determining what the patient needs to know or do to function more independently ◦ Baseline knowledge ◦ Cultural and language needs ◦ Priorities NRS_320_Craven Collings 2012 13

Assessment for Learning (Cont’d) �Realistic ◦ ◦ approach Patient’s energy/comfort level Patient’s age Patient’s emotional state Patient’s cognitive abilities NRS_320_Craven Collings 2012 14

Assessment for Learning (Cont’d) � Assessing learning readiness ◦ Motivation/ desire to learn ◦ Compliance ◦ Sensory and physical state ◦ Literacy level ◦ Health literacy level NRS_320_Craven Collings 2012 15

Nursing Diagnoses Health-Seeking Behaviors ◦ Active seeking of ways to alter personal habits or the environment to move toward a higher level of health • Ineffective Therapeutic Regime Management (Individual or Family) – Difficulty effectively integrating a treatment program into daily activities to meet health goals • NRS_320_Craven Collings 2012 16

Nursing Diagnoses (Cont’d) � Deficient Knowledge ◦ Absence of cognitive information related to a specific topic NRS_320_Craven Collings 2012 17

Outcome Identification and Planning �Involves working with patients to develop a teaching plan, identifying appropriate teaching strategies, and developing a written plan to coordinate teaching among healthcare team members NRS_320_Craven Collings 2012 18

Outcome Identification and Planning (Cont’d) �Outcome identification: Patientcentered, patient-involved goals are most effective �Planning teaching strategies: Availability of resources, learning style preference, literacy level, and health literacy level affect planning of effective teaching strategies NRS_320_Craven Collings 2012 19

Outcome Identification and Planning (Cont’d) �Planning teaching strategies (cont’d) ◦ Lectures ◦ Discussion ◦ Demonstration ◦ Role-playing NRS_320_Craven Collings 2012 20

Outcome Identification and Planning (Cont’d) � Teaching aids and resources; used to supplement or reinforce face-to-face teaching ◦ Pamphlets ◦ Audiovisual aids ◦ The Internet ◦ Equipment and models NRS_320_Craven Collings 2012 21

Outcome Identification and Planning (Cont’d) �Use of interpreters and translators �Timing and amount of information �Appropriate family and friend involvement �Written teaching plan NRS_320_Craven Collings 2012 22

Implementation of Patient Teaching �Meeting priority needs first �Comfortable environment �Individualized teaching sessions �Communication �Repetition NRS_320_Craven Collings 2012 23

Implementation of Patient Teaching (Cont’d) �Teaching methods ◦ Cognitive ◦ Affective ◦ Psychomotor NRS_320_Craven Collings 2012 24

Evaluation of Learning �Written tests and questionnaires �Oral tests �“Teach-back” �Return demonstration �Check-off lists �Simulation NRS_320_Craven Collings 2012 25

Documentation of Learning �Documenting patient education is as important as documenting any other aspect of patient care NRS_320_Craven Collings 2012 26

Lifespan Considerations �Newborn and infant �Toddler and preschooler �School-age child and adolescent �Adult and older adult NRS_320_Craven Collings 2012 27

Newborn and Infant �Immunizations �Normal growth and development (regular developmental and health checkups) �Car seat safety NRS_320_Craven Collings 2012 28

Toddler and Preschooler �Safety practices �Well-child visits �Proper sleep �Nutrition �Avoidance of secondhand tobacco smoke �Regular immunization schedules NRS_320_Craven Collings 2012 29

School-Age Child �Proper nutrition �Sleep �Exercise �Safety �Learning to deal with stress and frustration NRS_320_Craven Collings 2012 30

Adolescent �Smoking �Safe driving �Preventing sexually transmitted diseases (STDs) �Avoiding drugs and alcohol �Preventing pregnancy �Avoiding gang-related violence �Maintaining mental health NRS_320_Craven Collings 2012 31

Adult and Older Adult �Exercise �Nutrition �Self-examinations �Health screening �Stress management �Reduction or cessation of smoking and alcohol consumption �Prenatal care for women NRS_320_Craven Collings 2012 32