Craven Fundamentals of Nursing: Human Health and Function

1. CravenFundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings2012

2. Learning: The acquisition of a skill or knowledge by practice, study, or instruction • Different conceptual models of the learning process view the teacher’s role as director, designer, programmer, or producer Teaching–Learning Process NRS_320_Craven Collings2012

3. Examples • Learning anatomy: Need to memorize facts • Dealing with patients: Intuitive component • Pharmacology: Previous knowledge of pathophysiology, chemistry, anatomy, physiology, and mathematics Teaching–Learning Process (Cont’d) NRS_320_Craven Collings2012

4. Domains of learning • Cognitive: Refers to rational thought, what one generally considers “thinking” • May involve learning facts, reaching conclusions, solving problems, making decisions, or using critical thinking skills • Example: Teaching a new mother the physiology of the breast and its role in milk production Teaching–Learning Process (Cont’d) NRS_320_Craven Collings2012

5. Affective: • Emotions or feelings • Changes beliefs, attitudes, or values • Example: Helping a new mother explore the possible benefits of breast-feeding for the health of her baby Teaching–Learning Process (Cont’d) NRS_320_Craven Collings2012

6. true or false: Affective learning changes beliefs, attitudes, or values. Question NRS_320_Craven Collings2012

7. True. Rationale: Affective learning changes beliefs, attitudes, or values. Answer NRS_320_Craven Collings2012

8. Psychomotor • Muscular movements learned to perform new skills and procedures • Important: Dexterity to manipulate the body parts, tools, or objects needed to perform the skill or procedure Teaching–Learning Process (Cont’d) NRS_320_Craven Collings2012

9. Teaching–learning relationship • Characterized by mutual sharing, advocacy, and negotiation • Effective learning • Occurs when patients and healthcare professionals are equal participants in the teaching–learning process Teaching–Learning Process (Cont’d) NRS_320_Craven Collings2012

10. Qualities of a teaching–learning relationship • Patient focus • Holism • Negotiation • Interactive Teaching–Learning Process (Cont’d) NRS_320_Craven Collings2012

11. To promote Health/wellness • (primary prevention) • Prevent or diagnose illness early • (secondary prevention) • Restore optimal health and function if illness has occurred • (tertiary prevention) • Assist patients and families to cope with alterations in health status Purposes of Patient Education NRS_320_Craven Collings2012

12. Health promotion • Disease prevention • Restoration of health or function • Promotion of coping Purposes of Patient Education (Cont’d) NRS_320_Craven Collings2012

13. Assessing learning needs: Begins with determining what the patient needs to know or do to function more independently • Baseline knowledge • Cultural and language needs • Priorities Assessment for Learning NRS_320_Craven Collings2012

14. Realistic approach • Patient’s energy/comfort level • Patient’s age • Patient’s emotional state • Patient’s cognitive abilities Assessment for Learning (Cont’d) NRS_320_Craven Collings2012

15. Assessing learning readiness • Motivation/ desire to learn • Compliance • Sensory and physical state • Literacy level • Health literacy level Assessment for Learning (Cont’d) NRS_320_Craven Collings2012

16. Health-Seeking Behaviors • Active seeking of ways to alter personal habits or the environment to move toward a higher level of health • Ineffective Therapeutic Regime Management (Individual or Family) • Difficulty effectively integrating a treatment program into daily activities to meet health goals Nursing Diagnoses NRS_320_Craven Collings2012

17. Deficient Knowledge • Absence of cognitive information related to a specific topic Nursing Diagnoses (Cont’d) NRS_320_Craven Collings2012

18. Involves working with patients to develop a teaching plan, identifying appropriate teaching strategies, and developing a written plan to coordinate teaching among healthcare team members Outcome Identification and Planning NRS_320_Craven Collings2012

19. Outcome identification: Patient-centered, patient-involved goals are most effective • Planning teaching strategies: Availability of resources, learning style preference, literacy level, and health literacy level affect planning of effective teaching strategies Outcome Identification and Planning (Cont’d) NRS_320_Craven Collings2012

20. Planning teaching strategies (cont’d) • Lectures • Discussion • Demonstration • Role-playing Outcome Identification and Planning (Cont’d) NRS_320_Craven Collings2012

21. Teaching aids and resources; used to supplement or reinforce face-to-face teaching • Pamphlets • Audiovisual aids • The Internet • Equipment and models Outcome Identification and Planning (Cont’d) NRS_320_Craven Collings2012

22. Use of interpreters and translators • Timing and amount of information • Appropriate family and friend involvement • Written teaching plan Outcome Identification and Planning (Cont’d) NRS_320_Craven Collings2012

23. Meeting priority needs first • Comfortable environment • Individualized teaching sessions • Communication • Repetition Implementation of Patient Teaching NRS_320_Craven Collings2012

24. Teaching methods • Cognitive • Affective • Psychomotor Implementation of Patient Teaching (Cont’d) NRS_320_Craven Collings2012

25. Written tests and questionnaires • Oral tests • “Teach-back” • Return demonstration • Check-off lists • Simulation Evaluation of Learning NRS_320_Craven Collings2012

26. Documenting patient education is as important as documenting any other aspect of patient care Documentation of Learning NRS_320_Craven Collings2012

27. Newborn and infant • Toddler and preschooler • School-age child and adolescent • Adult and older adult Lifespan Considerations NRS_320_Craven Collings2012

28. Immunizations • Normal growth and development (regular developmental and health checkups) • Car seat safety Newborn and Infant NRS_320_Craven Collings2012

29. Safety practices • Well-child visits • Proper sleep • Nutrition • Avoidance of secondhand tobacco smoke • Regular immunization schedules Toddler and Preschooler NRS_320_Craven Collings2012

30. Proper nutrition • Sleep • Exercise • Safety • Learning to deal with stress and frustration School-Age Child NRS_320_Craven Collings2012

31. Smoking • Safe driving • Preventing sexually transmitted diseases (STDs) • Avoiding drugs and alcohol • Preventing pregnancy • Avoiding gang-related violence • Maintaining mental health Adolescent NRS_320_Craven Collings2012

32. Exercise • Nutrition • Self-examinations • Health screening • Stress management • Reduction or cessation of smoking and alcohol consumption • Prenatal care for women Adult and Older Adult NRS_320_Craven Collings2012