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Foundations Test 4 > Patient Education > Flashcards

Flashcards in Patient Education Deck (56):
1

The hospital

plans for and supports the provisions and coordination of patient education activities

2

The patient education process is

coordinated among appropriate staff or disciplines who are providing care or services

3

The patient receives education and training

specific to the patient's assessed needs, abilities, learning preferences, and readiness to learn as appropriate to the care and services provided by the hospital.

4

Purposes of Client Education

1. Maintenance & Promotion of Health & 1. Illness Prevention 2. Restoration of Health 3. Coping with Impaired Functioning

5

Teaching is

an interaction process that promotes learning.
Teaching consists of a conscious, deliberate set of actions that help individuals gain new knowledge, change attitudes, adopt new behaviors, or perform new skills.

6

Learning is

the purposeful acquisition of new knowledge, attitudes, behaviors, and skills.

7

learning objective

describes what the learner will be able to do after successful instruction

8

Teaching process parallels the

communication process

9

Domains of Learning

Cognitive, Affective, Psychomotor

10

Cognitive Learning

understanding

11

Affective Learning

attitudes

12

Psychomotor Learning

motor skills

13

knowledge: recall and use new information
(which domain of learning)

cognitive

14

comprehension: understand the meaning of learned material
(which domain of learning)

cognitive

15

application: use abstract, new information in concrete situation
(which domain of learning)

cognitive

16

analysis: breakdown information into organized parts
(which domain of learning)

cognitive

17

synthesis: apply knowledge/skill
(which domain of learning)

cognitive

18

evaluation: judgment of worth for given purpose
(which domain of learning)

cognitive

19

receiving: willing to attend to another person's words
(which domain of learning)

affective

20

responding: active participation; listening & reacting
(which domain of learning)

affective

21

valuing: attaching worth to an object or behavior
(which domain of learning)

affective

22

organizing: developing a value system; resolving conflicts
(which domain of learning)

affective

23

characterizing: acting & responding consistently when values are tested or challenged
(which domain of learning)

affective

24

perception: being aware of objection/qualities through use of sensory organs
(which domain of learning)

psychomotor

25

set: readiness to take action (mental, physical, and emotional)
(which domain of learning)

psychomotor

26

guided response: performance of an act under guidance of an instructor; imitation
(which domain of learning)

psychomotor

27

mechanism: a higher level of behavior; person gains confidence & skill performing behavior
(which domain of learning)

psychomotor

28

complex overt response: accurately performs a motor skill involving a complex movement pattern
(which domain of learning)

psychomotor

29

adaptation: able to change a motor response when unexpected problems arise
(which domain of learning)

psychomotor

30

origination: a highly complex motor act involves creating new pattern
(which domain of learning)

psychomotor

31

The ability to learn depends on:

learning environment, individual's motivation, learning preferences, ability to learn

32

Distractions

things that influence the ability to learn: physical discomfort (pain, fatigue, hunger); anxiety (uneasiness; anticipating danger/threat); environment (interruptions; temperature, lighting, etc.)

33

mild anxiety may

motivate learning

34

high anxiety

prevents learning

35

learning environment

where teaching / learning takes place (number of persons in class; need for privacy; room temperature; room lighting; noise; room ventilation; furniture)

36

motivation

a force that acts on or within a person causing them to behave in a particular way

37

Motives -

social, task, physical

38

Compliance -

follows the prescribed plan

39

Self-efficacy -

one's perceived ability to successfully complete a task

40

Denial -

provide support, empathy & careful explanation of procedures

41

Anger -

listen to concerns; explain current therapies

42

Bargaining -

introduce reality; explain current therapies

43

Resolution -

begin to share information for future; schedule time for formal education

44

Acceptance -

focus on learning skills and knowledge

45

Developmental Capability

cognitive abilities, intellectual skills, intellectual level

46

Learning in Children

biological, motor, language, social development, concrete to abstract

47

Adult Learning

self-divected, life experiences, work in collaboration

48

Physical Capability

size, strength, coordination, sensory acuity

49

The Nursing Process

requires assessment of all sources of data to determine a client's total health care needs.

50

The Teaching Process

focuses on the client's learning needs, willingness and capability to learn.

51

assessment:

Learning needs - what information is critical; Motivation to learn - prepared & willing to learn; Ability to learn - physical & cognitive functioning; Teaching environment - conducive to learning; Resources for learning - teaching tools, family, home situation

52

expected outcomes guide the

choice of teaching strategies and approaches with a client.

53

a learning objective identifies

the expected outcome of a planned learning experience and helps establish priorities for learning.

54

a learning objective includes the same criteria as

goals/outcomes in a nursing care plan

55

learning objective criteria

1. Single behaviors 2. Observable and measurable content 3. Timing or conditions under which objective is measured 4. Mutually set between client and nurse

56

evaluation measures

dirent observation; questionnaires or survey; self-report/ verbal or written