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Client and Consumer Education

Client and Consumer Education. Concept 39 Potter, chapter 25. Terms. Your client education in the hospital and HH may involve a variety of ages. Pedagogy —teaching children Androgogy —teaching adults Geragogy —teaching older adults. This is where your Senior Center project focus will be.

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Client and Consumer Education

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  1. Client and Consumer Education Concept 39 Potter, chapter 25

  2. Terms • Your client education in the hospital and HH may involve a variety of ages. • Pedagogy—teaching children • Androgogy—teaching adults • Geragogy—teaching older adults. This is where your Senior Center project focus will be.

  3. Client vs consumer education • Same readings in both concept books (Book 1, pp. 670-673 and Book 2, pp. 2251-2259). The pages in Book 1 are found scattered throughout the pages in Book 2. • Terms can be interchangeable, but the minute difference may be that we sometimes think of “client” as a single person and “consumer” as any person in the community whether or not they are a “patient.”It seems like a broader term as in anyone who is subjected to health education and advertisement thru the mass media. • But the term “client” can be used to define a person, a family, or a community. • Therefore, we can use these terms synonymously for our purposes.

  4. Effective Teaching • Assesses motivation, readiness, and abilities of learner • Is timed appropriately in optimum environment • Holds learner’s interest—is relevant • Involves learner • Fosters a positive self-concept • Gives positive feedback and support

  5. Effective Teaching • Has realistic goals and objectives • Moves from simple to complex • Involves repetition • Is accurate and current • Is developmentally appropriate • Uses several methods (cognitive, psychomotor, affective)

  6. Adult learners • Must perceive a need to know • Must be able to relate information to real-life • Need to be respected as capable, self-directed, and responsible for their own decisions • Have more life experiences to bring to the discussion • Prefer activities that foster problem-solving, simulation, discussion, case-study analysis, and hands-on application • Motivated to learn if it helps them perform tasks or deal with problems they confront • More driven by internal pressures to improve their quality of life, not by external pressures to achieve materialistic goals

  7. Areas for Education • The approach may be planned, as in your project, or it may be a “teachable moment” you encounter in your everyday routine. • The areas you may cover will be varied according to the setting and could include the following:

  8. Areas for Education • Health promotion (primary prevention) • Prevention of illness and injury (secondary prevention) • Restoration of health (follow-up care) • Adaptation to changes (rehab, grief counseling, age-related changes)

  9. Geragogy: AKA, Your Senior Center Project • Your focus will primarily be cognitive. Consider the following cognitive strategies (p. 2263): • Explanation • Encouraging and answering questions • Discovery • Group discussions • Printed or audiovisual materials • Role playing

  10. Cognitive Teaching Strategies • Explanation is teacher driven and has the lowest retention rate. • In discovery, the teacher is the guide, but the learner is actively engaged and retention is high. • Printed or audiovisual materials need to meet certain guidelines. • Role playing involves learner with high retention, but environment must be safe.

  11. Teaching Older Adults • Begin and end with important info • Present slowly; allow enough “soaking” time • Speak in lower tone • Present only crucial and specific info • Repeat important info • Relate new material to life experiences • Use groups

  12. Developing Written Materials for the Older Adult • Use large, bold print; at least 14 font • Use buff-colored paper, not white, blue, or green • High letter to background contrast • Present at 5th grade reading level • Use easy, common words with 1-2 syllables

  13. Developing Written Materials • Short, bulleted sentences • Avoid all caps • Priority info first • Simple, limited illustrations • Leave plenty of white space • Best to only have 1 page per topic—less boring, less time-consuming to read, easier to retain

  14. Using the FOG Method (p. 2258) • Assesses readability of written information. • Steps: • Count words in sample (preferably around 100) • Count # of sentences • Words/sentences = average # of words per sentence

  15. The FOG Method • Count # of words that are three or more syllables not counting proper names or words • Three syllable words/total words = % of hard words • Average words per sentence + % of three-syllable words x 0.04 = number of years of education the reader needs to successfully read the material.

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