Health Literacy, etc Flashcards
(40 cards)
Patient’s ability to obtain, process, and understand basic health information and services needed to make appropriate health decisions
health literacy
6 things to do for health literacy
Assume everyone has difficulty Create shame free environment Teach back Discuss medications clearly Encourage questions Use clear written language
3 purposes of patient education
Maintenance of illness and prevention
Restoring health
Coping with impaired functions
3 learning domains
Cognitive, affective, and psychomotor
Ability to make sense of and use information (memory and recall) “thinking domain”
cognitive
evaluation of cognitive domain (3)
direct observation of behavior
written measurements
subjective patient data
“the feeling domain”
values, beliefs, feelings about information recieved
affective domain
desired outcome of affective domain
expresses positive feelings, attitudes, values, towards changing behavior
Teaching methods for affective learning (5)
Role play Simulation gaming Discussion Debate Values clarification exercises
Physical and motor skills, performance of skill moves from imitation to creation of new way to perform skill
Psychomotor domain
Desired outcomes of psychomotor domain
demonstrate performance of skills related to the behavior change
terms to not use when writing a care plan
“know”
“understand”
because you can’t measure this!
4 teaching methods for psychomotor learning
demonstration
practice
return demonstration
independent projects
“What is most important for you to learn?”
“What are your goals?”
Motivational interviewing
What is meant by psychosocial adaptation to illness?
Grief process
4 basic principles to teaching
are they ready?
do they have needs that need to be met first?
are they in pain?
do they need someone with them?
desire or willingness to learn
motivation
cognitive attributes, developmental level, physical wellness
ability to learn
principles and methods for young adults
must see the need, use peer education, motivated by social, keep sessions under an hour, give time to practice
principles and methods for older adults
extra time, involve in discussion, focus on strengths and disabilities, keep session short
when teaching older adults start with…
THEIR concerns and don’t teach in a group
with older adults provide for comfort and
don’t rush!
6 steps in teaching-learning process
assessment dx and learning outcomes teaching plan implementing plan evaluate achievement of goals
What characteristics do you include in your assessment?
age, development, level of education, health benefits, motivation, health risks and problems
