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Intro to Nursing > Patient Education > Flashcards

Flashcards in Patient Education Deck (73):
1

What is the goal of Health Education?

The goal is to understand health behavior and translate knowledge into interventions for health enhancement and disease prevention

2

One of the most important roles for a nurse in any health care setting

Patient Education

3

Has the ability improve quality, reduce health care costs, help patients make informed decisions about their health care, and allow them to become healthier and more independent

Patient Education

4

The nurse ensures that patients, families, and communities receive information needed to promote, restore, and maintain optimal health

Patient Education

5

All state Nurse Practice Acts recognize that patient education is a professional responsibility of every nurse

Standards for Patient Education

6

Patient education is considered a basic nursing competency

Standards for Patient Education

7

As a nurse you need to ensure that education takes place, evaluate if learning occurred, and document all steps of the process

Standards for Patient Education

8

To help individuals, families, or communities achieve optimal levels of health, safety, and independence

Health People 2020
Identifies patient education as a key intervention strategy to improve health behaviors

Purpose of Patient Education

9

-Maintenance and promotion of health and illness prevention

-Restoration of health

-Coping with impaired functioning

Purpose of Patient Education

10

-First aid
-Avoidance of risk factors (e.g. smoking, alcohol)
-Growth and development
-Hygiene
-Immunizations
-Prenatal care and normal childbearing
-Nutrition
-Exercise
-Safety (e.g. in home, car, workplace, hospital)
-Screening (e.g. blood pressure, vision, cholesterol level)
-Lifestyle changes to reduce risk factors (e.g. smoking cessation, substance abuse treatment)

Health Maintenance and Promotion and Illness Prevention
of Patient Education

11

Patient's disease or condition:
-Anatomy and physiology of body system affected
-Cause of disease
-Origin of symptoms
-Expected effects on other body systems
-Prognosis
-Limitations on functions
-Rationale for treatment
-Tests and therapies
-Nursing measures
-Surgical intervention
-Expected duration of care
-Hospital or clinic environment
-Hospital or clinic staff
-Long-term care
-How patient can participate in care

Restoration of Health
Patient Education

12

Home care
-Medications
-Diet
-Activity
-Self-help devices

Coping with Impaired Function
Patient Education

13

Rehabilitation of remaining function
-Physical therapy
-Occupational therapy
-Speech therapy

Coping with Impaired Function
Patient Education

14

Prevention of complications
-Knowledge of risk factors
-Implications of noncompliance with therapy
-Environmental alterations

Copping with Impaired Function
Patient Education

15

An interactive process that promotes learning

Teaching

16

The purposeful acquisition of knowledge, attitudes, behaviors, or skills

Learning

17

-It is impossible to separate teaching from learning.

-Effective teaching relies on effective and continuous communication between the teacher and the learner.

-The teaching process closely parallels the communication process.

Teaching & Learning

18

-Teach information that the patient and the family need to make an informed decisions regarding their care.

-Determine what patients need to know.

-Identify when patients are ready to learn.

Role of the Nurse in Teaching and Learning

19

1. Answer patient’s questions.

2. Provide information based on each patient’s health needs or treatment plans.

3. Clarify information from sources such as health care providers, newspapers, television, and the internet.

Nurses' ethical responsibility to teach patients

20

Includes all intellectual behaviors and requires thinking

Cognitive Domain of Learning

21

Deals with expression of feelings and acceptance of attitudes, opinions, or values

Affective Domain of Learning

22

Involves acquiring skills that require integration of mental and muscular activity

Psychomotor Domain of Learning

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-Thinking
-Memory
-Recognition
-Understanding
-Problem Solving
-Application
-Reasoning

Cognitive Domain of Learning

24

Knowledge or mind based; has three practical instructional levels including fact, understanding, and application.

Cognitive Domain of Learning

25

-Feeling
-The way we deal with things emotionally
-Feelings, values, motivation, attitudes

Affective Domain of Learning

26

Includes changes in attitude and the development of values. Nurse is trying to influence feel, think, and value.

Affective Domain of Learning

27

-Acting
-Physical movement
-Coordination and use of motor skills
-Development of skills requires practice

Psychomotor Domain of Learning

28

-Performance of Skills.
-Emphasize motor skills.
-Must have the necessary ability, must have a sensory image, opportunities to practice.
-Skill based

Psychomotor Domain of Learning

29

The three practical instructional levels include imitation, practice, and habit.

Psychomotor Domain of Learning

30

Domain is steeped in a demonstration delivery and the first level, imitation, will simply be a return of the demonstration under the watchful eye of the instructor.

Psychomotor Domain of Learning

31

The practice level will be a proficiency building experience that may be conducted by the student without direct oversight of the instructor.

Psychomotor Domain of Learning

32

The habit level is reached when the student can perform the skill in twice the time that it takes the instructor or an expert to perform.

Psychomotor Domain of Learning

33

The delivery is demonstration and proficiency building in nature.

Psychomotor Domain of Learning

34

The evaluation will be a performance or skill test. The content that is needed to be known to do the skill is cognitive and should be treated accordingly.

Psychomotor Domain of Learning

35

Teaching above or below the client’s level of understanding may lead to frustration and discouragement .

Cognitive Domain of Learning

36

Knowledge or mind based. It has three practical instructional levels including fact, understanding, and application.

Cognitive Domain of Learning

37

The fact level is a single concept and uses verbs like define, identify, and list.

Cognitive Domain of Learning

38

The understanding level puts two or more concepts together. Typical verbs for this level include describe, compare and contrast.

Cognitive Domain of Learning

39

Delivery in this domain is typically a lecture/presentation and the evaluation will be subjective and objective test items.

Cognitive Domain of Learning

40

The application level puts two or more concepts together to form something new. Typical verbs at this level include explain, apply, and analyze.

Cognitive Domain of Learning

41

Includes changes in attitude and the development of values. Nurse is trying to influence feel, think, and value.

Affective Domain of Learning

42

The affective domain is based upon behavioral aspects and may be labeled as beliefs.

Affective Domain of Learning

43

The three levels in the domain are awareness, distinction, and integration. The verbs for this domain are generally limited to words like display, exhibit, and accept and these apply at all levels.

Affective Domain of Learning

44

The first two levels are really cognitive; integration is behavioral and requires the learner to evaluate and synthesize.

Affective Domain of Learning

45

The content in this domain will usually involve discussions. The testing in the first two levels will be cognitive, whereas the third level will require an affective checklist.

Affective Domain of Learning

46

A patient newly diagnosed with diabetes needs to learn how to use a glucometer. Use of a glucometer constitutes which domain of learning:

Psychomotor learning

47

4 Categories of Basic Learning Principles

1. Motivation to learn
2. Ability to learn
3. Learning styles
4. Learning environment

48

Addresses the patient’s desire or willingness to learn

Motivation to learn

49

Depends on physical and cognitive abilities, developmental level, age-group, physical wellness, and thought processes

Ability to learn

50

Affects a person’s preferences for learning

Learning styles

51

Makes for a pleasant or difficult experience

Learning environment

52

An internal impulse such as emotion that guides behavior

Motivation

53

The mental state that allows the learner to focus on and understand a learning activity

Attentional set

54

-Needs, previous knowledge, attitudes, and sociocultural factors

-Physical discomfort, anxiety, fatigue, nausea, and environmental distractions

-Actively involving patients and allowing them to make decisions enhances learning

-Adapting what they need to learn to their day today lifestyle.

Motivation to learn

55

-Introduce a teaching plan when your patient enters the stage of acceptance, which is most compatible with learning.

-Continue to teach as long as the patient remains in a stage conducive to learning.

Readiness to learn

56

-Developmental capability
-Cognitive development
-Prior knowledge
-Age group
-Physical capability
-Level of physical development
-Physical health
-Fatigue

Ability to learn

57

-Well lit
-Good ventilation
-Appropriate furniture
-Comfortable temperature
-Quiet
-Private

Learning environment

58

Integrating the Nursing and Teaching Process

1. Assessment
2. Patient expectations
3. Motivation to learn
4. Learning environment

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-Assessment is the only way to individualize the patient teaching needs

-Determines the motivation to learn

-Choice the best teaching method

Step 1: Assessment

(Integrating the Nursing and Teaching Process )

60

-You and your patient determine the critical information that they need to know

-Ask what they expect to learn

-Assessing the learners needs is ongoing

-Learning Domains

Step 2: Patient expectations

(Integrating the Nursing and Teaching Process )

61

Ask question to determine their level of motivation

-Can’t teach a learner that is not motivated

-Identify what their barriers are

Step 3: Motivation to learn

(Integrating the Nursing and Teaching Process )

62

-Favors the learner

-Distractions

-Noise

-Comfort

-Teaching equipment

-Lighting

-Space

Step 4: Learning environment

(Integrating the Nursing and Teaching Process )

63

Includes what the patient knows and understands. All intellectual behaviors in the cognitive domain, including:
-Acquisition of knowledge
-Comprehesnin (ability to understand)
-Application (using abstract ideas to concrete situations)
-Analysis (relating ideas in an organized way)
-Synthesis (reorganizing parts of information as a whole)
-Evaluation (judging the worst of a body of information)

Cognitive learning

64

Includes the patient's feelings, attitudes, opinion, and values. The affective domain is sometimes hard to identify, but it greatly affects the success of education, either positively or negatively. Includes active listening and responding with a consistent value system

Affective learning

65

Occurs when the patients acquires skills that require the integration of knowledge and physical skills.

Ex: learning to walk with a walker.

Psychomotor learning

66

When a teacher translates complex language or ideas into words or concepts that a patient understands

Analogies

67

The mental state that allows a learning to focus on and understand the material

Attentional set

68

Includes patients' reading and mathematics skills, comprehension, the ability to make health-related decisions, and successful functioning as a consumer of health care

Health literacy

69

The purposeful acquisition of new knowledge, attitudes, behaviors, or skills

Learning

70

Describes what the patient will be able to do after successful instruction; clearly state the purpose of the teaching and the expectations of the teaching sessions.

Learning objectives

71

Internal impulse such as an emotion or need that prompts, guides, and sustains human behavior

Motivation

72

Using a stimulus that increase the probability of a response

Reinforcements

73

The patient complete the procedure independently to show competence

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