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CSON IM1 > patient education > Flashcards

patient education Flashcards

(69 cards)

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1
Q

why is patient education important - 3

A

component of safe patient-centered care
standard for professional nursing practice
falls within scope of nursing practice

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2
Q

what do we teach - 4

A

health analogies
restoration of health
coping with impaired function
promotion of health and illness prevention

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3
Q

teaching

A

transmission of intentionally structured and sequenced information to a recipient

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4
Q

purpose of teaching

A

produce a change in behavior

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5
Q

teaching utilizes a ________ process that promotes _________

A

interactive, learning

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6
Q

learning

A

purposeful acquisition of measurable factors through an experience or external stimulus

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7
Q

factors of learning - 4

A

new knowledge
attitudes
behaviors
skills

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8
Q

beginning of teaching and learning

A

a person identifies a need for attaining new knowledge

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9
Q

determine (nursing action)

A

what patients and families need to know

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10
Q

identify patients - 3 (nursing action)

A

existing knowledge
learning preferences
readiness to learn

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11
Q

who do you need to teach to - 3

A

patient
family
caregiver

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12
Q

information essentials - 4 (nursing actions)

A

accurate
complete
relevant to patient’s needs, language, literacy
timely

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13
Q

nursing goals - 2

A

assist the patient to make informed decisions regarding their care
promote the patients understanding

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14
Q

cognitive description

A

includes intellectual behaviors, requires thinking and storage/recall of information

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15
Q

cognitive tools - 2

A

one-to-one instruction
written materials

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16
Q

cognitive tools - 2

A

one-to-one instruction
written materials

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17
Q

affective description

A

expression of feelings, development of attitudes, opinions, or values

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18
Q

affective tools - 2

A

one-to-one counseling
role play

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19
Q

psychomotor description

A

acquisition of skills, hands-on skills

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20
Q

psychomotor tools - 2

A

demonstration/return demonstration
practice

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21
Q

basic learning principles - 4

A

stimulus to learn
readiness to learn
ability to learn
learning environment

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22
Q

stimulus to learn motivation force

A

acts on or within a person to cause the person to behave in a particular way

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23
Q

if a person does not want to learn;

A

unlikely learning will occur

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24
Q

stimulus to learn theory

A

matches a person’s learning needs and personal preferences, enhances motivation and learning

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25
social learning theory
consider the characteristics of the learner self-efficiency is the major concept provides guidance to the educator to develop an effective teaching plan
26
stimulus to learn- culture
respect the patient identity and needs
27
stimulus to learn- active participation
implies an eagerness, to acquire knowledge or skills
28
mental and physical - readiness to learn (attentional set)
the learner is prepared to learn
29
positive factors - readiness to learn (attentional set)
comfortable environment, presence of family may be useful
30
obstacles - readiness to learn (attentional set) - 4
physical discomfort anxiety-high environmental distractions presence of family
31
mental and physical - readiness to learn
the learner is prepared to learn
32
grieving
allows the patient to accept the reality of their illness or injury and adapt to the normal
33
emotions
severe anxiety, stress, or emotional pain can interfere with learning. A mild level of anxiety can enhance learning, provides motivation
34
ability to learn - developmental capability
cognitive development affects the person's ability to learn
35
the developmental stage of a child determines - 2
capability to learn types of behaviors that children can learn
36
infant - ability to learn
hold infant firmly while smiling and speaking softly to convey sense of trust
37
toddler - ability to learn
use play to teach procedure or activity, utilize simple words
38
preschooler - ability to learn
use simple explanations and demonstrations
39
school-age - ability to learn
teach psychomotor skills needed to maintain health, offer opportunities to discuss health problems and answer questions
40
adolescent - ability to learn
use teaching as a collaborative activity, allow adolescents to make decisions about health and health promotion
41
self-directed - ability to learn
critically think, direct their own learning
42
self-directed - ability to learn
critically think, direct their own learning
43
self-directed - ability to learn
critically think, direct their own learning
44
patient-centered - ability to learn
collaborate with adults on topics and goals
45
young and middle-aged adults - ability to learn
offer information so adult understands effects of health problem, encourage participation in teaching plan by setting mutual goals
46
older adults - ability to learn
teach when client is alert and rested, involve adult in discussion or activity, individualize to the person
47
physical capability influences - 3
level of personal involvement physical health energy
48
neurosensory issues - 4
feel see hear grasp
49
health literacy
affects the patient's ability
50
room - learning environment - 6
well-lit appropriate furniture quiet private good ventilation comfortable temperature
51
groups - learning environment - 2
Appropriate number of participants right-sized room
52
challenges to teaching - 3
conflicting schedules lack of space and privacy teaching not seen as a priority
53
challenges to learning - 6
physical conditions phycological conditions the nurse uses medical terms An overwhelming amount of behavioral change needed does not perceive a need for information lack of support
54
technology-based learning issues - 4
lack of social interaction poor learner motivation technicals difficulties lack of access to the internet
55
teaching strategies
methods used to present the information being taught
56
content
all the information needed to reach the intended goal
57
goal
change behaviors to improve patient outcomes
58
scheduling and sequencing - 3
present verify enough time for the topic short time frames
59
instructional material - 2
tools that are used to introduce information and reinforce learning select appropriate method for the patients learning style
60
teaching tactics - 3
keep patient actively involved to support their attention and learning build on current knowledge teach while performing nursing care
61
telling
instructions are given
62
participating
cooperative effort by the nurse with the patient to learn the best process
63
entrusting
nurse becomes an observer as the patient performs a skill
64
reinforcing
nurse offers a smile or words of affirmation
65
one-to-one instruction
one teacher presents to an individual patient, teach while nursing care is provided
66
group instruction
students can interact with one another, most effective/ least distractions (6 or less)
67
preparatory
provides information prior to a procedure
68
analogy
familiar images making complex ones understandable
69
simulation
problem solving, application, and thinking

CSON IM1 (28 decks)

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