Week 1: Health Promotion and Health Teaching

Question 1

What is Health Education (Potter and Perry 326)?

Answer 1

The process of imparting knowledge to patients and their caregivers about their health, often the role of the nurse.

Question 2

What are 5 factors that influence a patient’s ability to learn (Potter and Perry 328)?

Answer 2

1. Emotional Capacity – anxiety; 2. Intellectual Capacity – knowledge and intellectual level; 3. Physical Capacity – size, strength, coordination, sensory acuity, physical conditions; 4. Development Stage – biological, motor, language, personal-social development; 5. Social Determinants of Health – available services, resources, barriers

Question 3

How should health teaching to children differ from teaching adults (Potter and Perry 329)?

Answer 3

Children: understandable information, realistic expectations based on development. Adults: independent, self-directed, past experience-based, mutual goal setting.

Question 4

What are 4 factors that influence a patient’s motivation to learn (Potter and Perry 329)?

Answer 4

1. Severity of threat to health; 2. Vulnerability to threat; 3. Effectiveness of the response; 4. Self-efficacy

Question 5

What are the 3 goals of patient education and their corresponding levels of illness prevention (Potter and Perry 330)?

Answer 5

1. Health promotion & illness prevention (Primary); 2. Restoring health (Secondary); 3. Coping with impaired function (Tertiary)

Question 6

What are the 3 levels of illness prevention (Canadian Lifespan 7)?

Answer 6

1. Primary – before disease; 2. Secondary – early detection/treatment; 3. Tertiary – after disease to reduce complications

Question 7

What are the 3 domains of learning (Potter and Perry 332)?

Answer 7

1. Cognitive – understanding; 2. Affective – attitudes; 3. Psychomotor – motor skills

Question 8

What are 7 teaching methods for the cognitive domain (Potter and Perry 332)?

Answer 8

Discussion, storytelling, lecture, Q&A, role play/discovery, projects, teach-back

Question 9

What are 3 teaching methods for the affective domain (Potter and Perry 332)?

Answer 9

Role play, group discussion, one-on-one discussion

Question 10

What are 4 teaching methods for the psychomotor domain (Potter and Perry 332)?

Answer 10

Demonstration, practice, return demonstration, independent projects/games

Question 11

What happens in the assessment phase of teaching (Potter and Perry 333)?

Answer 11

Gather patient data on learning needs, motivation, ability, environment, and resources

Question 12

What happens in the nursing diagnosis phase (Potter and Perry 334)?

Answer 12

Identify learning needs in cognitive, affective, and psychomotor domains

Question 13

What happens in the planning phase (Potter and Perry 335)?

Answer 13

Set goals/learning objectives, prioritize, collaborate on plan

Question 14

What happens in the implementation phase (Potter and Perry 337)?

Answer 14

Teach using methods suited to patient; consider language, culture, and involvement

Question 15

What happens in the evaluation phase (Potter and Perry 340)?

Answer 15

Measure outcomes, determine if objectives were met, reinforce or revise

Question 16

What is Health Promotion (Canadian Lifespan 3)?

Answer 16

Enabling people to control health determinants and improve health

Question 17

What is the biomedical approach to health promotion (Canadian Lifespan 3)?

Answer 17

Focus on disease presence or absence; passive role

Question 18

What is the behavioral approach to health promotion (Canadian Lifespan 3)?

Answer 18

Focus on healthy lifestyle choices; active role

Question 19

What is the ecological model to health promotion (Canadian Lifespan 5)?

Answer 19

Interaction between individuals and broader social/environmental systems

Question 20

What is the socioenvironmental approach to health promotion (Canadian Lifespan 5)?

Answer 20

Focuses on broader social and environmental conditions affecting health