Chapter 4 Factors Influencing Assessment

1. Chapter 4 Factors Influencing Assessment

2. Assessing Readiness for Health Education • Role of perception • Readiness to learn • Motivation to learn • Level of wellness • Socioeconomic factors • Cultural factors • Educational level

3. Communication Challenges during Assessment • Hearing impairment • Vision impairment • Language impairment • Nurse/educator’s contribution to communication challenges

4. The Teaching and Learning Environment • Psychological environment • Physical environment

5. Teaching and Learning Settings • Hospital and long-term care facility • Private home • School • Worksite • Community

6. CCCC/AOL Quick Teaching Guide • Assess Client Concerns • Ask: what are your concerns? • Observe: nonverbal behavior. • Listen: spoken and unspoken words.

7. CCCC/AOL Quick Teaching Guide • Assess Client’s Knowledge • Ask: what do you understand about condition? • Observe: nonverbal behavior. • Listen: determine accuracy of knowledge and teaching needs.

8. CCCC/AOL Quick Teaching Guide • Create Teaching Plan • Ask self: what type and amount of information is needed? • Observe: context of client situation. • Listen: reflect on appropriateness of teaching plan.

9. CCCC/AOL Quick Teaching Guide • Carry Out Teaching Plan • Ask: what is your understanding of what I have explained? • Observe: nonverbal cues to understanding/not understanding, return demonstration. • Listen: client feedback, evaluate teaching. effectiveness, determine additional educational needs.

10. The Child Learner the infant (0-1) the toddler (1-3) the preschooler (3-4) the school age (4-12) the adolescent (12-19)

11. Factors Influencing Development • Biological characteristics • Psychosocial stages • Developmental tasks

12. Promote and Retain Health • Prevention of illness • Maintaining present health status • Knowledge of health problem • Treatment regimen

13. Restore Health • Acute illness • Chronic illness • Disability • Accidents

14. Application of Cognitive and Behavior Learning Theories for Children • Cognitive Theories of Learning • Behavioral theory of Learning

15. Learning in Children • Learning styles • Play • Encouraging learning

16. 5 Steps for Personalized Health Teaching • Build trust • Assess factors that influence learning • Establish learning objectives • Selection of teaching strategies • Implementation of plan • Summative evaluation

17. The Adult Learner Early Adulthood (20s-30s) Middle Adulthood (40s-60s)

18. Comparison of Assumptions: Pedagogy and Andragogy

19. Andragogic Assumptions about learning • The need to know • The learners’ self-concept • The role of the Learners’ Experiences • Readiness to learn • Orientation to learning • Motivation to learn

20. Promote and Retain Health • General health habits • General living conditions • Medications • Sexual habits • Pregnancy/children • Industry/employment • Disease prevention

21. Houle’s Orientation to Learning • Goal-oriented learners • Activity-oriented learners • Learning-oriented learners

22. Ageism • Discrimination against the elderly • Leads to disparities in health care • Increase in the elderly population • Confronting myths and stereotypes

23. Psychosocial Stages • Ego integrity vs. despair • Ego differentiation vs work role preoccupation • Body transcencence vs body preoccupation • Ego transcendence vs ego preoccupation

24. Developmental Tasks • Adjusting to retirement • Continued employment • Economic issues • Adjustments to living situation • Changing social roles • Interests/hobbies • Volunteer work

25. Physiological Changes that Affect Teaching/Learning • Appearance • Musculoskeletal system • Cardiovascular system • Respiratory system • Gastrointestinal system • Neurological system • Sensory changes: vision & hearing

26. Implications of Physiological Changes that Affect Teaching/Learning • Promote and retain health • Biologic aging • General health habits • General living conditions • Disease & illness prevention • Sexual habits • Community services

27. Implications of Physiological Changes that Affect Teaching/Learning • Restore Health • Acute illness • Chronic illness • Disability • Accidents • Community services

28. Chronic Disease and Implications for Teaching/Learning Prevalence of chronic disease in elderly • heart disease, stroke, cancer, diabetes, hypertension, asthma, bronchitis, emphysema, arthritis, depression, vision loss, hearing impairment, alcoholism

29. Cognitive Functioning • Memory • Medication and cognitive functioning

30. Ethnic Elderly • Projections through midcentury: population to become more diverse • Hispanic population • Black population • Asian population • White population

31. Ethnic Elderly • Cultural Assessment • View of old age • Beliefs and values • First-generation residents • Language • Assess health practices: helpful, neutral or harmful

32. Nutrition • Sufficient food intake • Adequate nutrition • Adequate hydration • Good Guide Pyramid • Impact on memory, teaching/learning

33. Health Education w/ Others • Working with Families • Working with Groups and Communities • Working with Health Team Members

34. Characteristics of Culturally Diverse Learners • Shifting demographics • Health care disparities

35. Cultural Competence • Definition • Campinha-Bacote’s Cultural Competency Model • Cultural Assessment Tool • Andrews’ Transcultural Assessment Guide • Leininger’s Sunrise Model • Purnell’s Model for Cultural Competency • Giger & Davidhizar’s Transcultural Model

36. Culturally Specific Client Assessments and Concerns • African American • Asian American • Hispanic • Native American

37. Cross-Cultural Communication • Verbal • Nonverbal • Focused cultural assessment tools • Use of interpreters

38. Linguistically & Culturally Appropriate Teaching Strategies & Instructional Material • Linguistic competence • Health literacy • Sockalingam’s 8 principles

39. The Culturally Congruent Client Education Model • Culturally-based actions • Rationale • Culturally-based health education outcomes

40. Chapter 9 Learning Objectives

41. Learning Objectives as the basis for the teaching plan: • Guide the purpose of the plan • Guide teaching content • Guide selection of teaching strategies • Guide selection of instructional materials • Guide evaluation

42. Five factors to consider when establishing learning objectives • Educational philosophy (yours, physician, and health care institution). • What clients what to learn. • What you think clients need to learn. • Time available for teaching and learning. • Environment for teaching and learning.

43. Writing Learning Objectives:ABCD Method • Audience (who the learner is) • Behavior (what the learner is to do) • Conditions (the conditions under which the learner is to perform) • Degree (how well the learner is to perform)

44. Domains of Learning • Cognitive domain that emphasizes thinking. • Affective domain that emphasizes attitudes and feelings. • Psychomotor domain that emphasizes doing and performing skills.

45. Hierarchy: Cognitive Domain • Remembering • Understanding • Applying • Analyzing • Evaluating • Creating

46. Hierarchy: Affective Domain • Receiving • Responding • Valuing • Organization • Internalizing Values (Characterization)

47. Hierarchy: Psychomotor Domain • Perception • Set • Guided response • Mechanism • Complex overt response • Adaptation

48. Teaching Plan Components • Learning objectives • Content • Teaching strategies/instructional materials • Evaluation methods

49. Chapter 10 Teaching Strategies

50. Teacher-directed Strategies • Teacher-facilitated Strategies • Learner-facilitated Strategies Types of Teaching Strategies