IN THE NAME OF GOD

1. IN THE NAME OF GOD

2. نقشهاي مختلف پرستاردر عرصه بهداشت ودرمان:1- نقش مراقبتي2-نقش محافطتي3- نقش درماني 4- نقش حمايت كننده 5- نقش هماهنگ كننده6-نقش آموزشي

3. یکی از نقشهای اصلی پرستار: آموزش مددجویان است Teacher / Counselor

4. communicatorManagerResearcherAdvocateDecision makerCare GiverComforterTeacher/Counselor Roles of Nursing:

5. اصول آموزش بيمار

6. Patient teaching Patient teaching

7. ا هداف مهم آموزش بيمار:1-حفط سلامتي و پيشگيري از بيماري2-اعاده سلامتي 3- سازگاري با ناتواني و عوارض بيماري4- بهبود كيفيت مراقبت 5- تداوم مراقبت در بيمارستان و جامعه6- تشويق بيمار به پذيرش مسئوليت بيشتر براي بهبود وضعيت سلامتي خود

8. سه هدف مهم آموزش بیمار • 1- حفظ سلامتی و پیشگیری از بیماری (پیشگیری نوع اول) Health Maintenance • 2- اعاده سلامتی (پیشگیری نوع دوم ) Restoration of Health • 3- سازگاری با ناتوانی ها و عوارض بیماری(پیشگیری نوع سوم ) Coping with impaired function

9. Goals of patient education:Health maintenance and illness preventionRestoration of HealthCoping with impaired function

10. Categories of learning Domain: Cognitive Domain Psychomotor Domain Affective Domain

11. comparison of the Nursing process and the teaching Activities Nursing Basic Steps: 1-Assessment 2-Diagnosis 3-planing 4-Implementation 5-Evaluation

12. Basic Steps teaching Activities Nursing 1-Assessment 2-Diagnosis 3-planing 4-Implementation 5-Evaluation :

13. Patient teaching process: 1- Assessment: Identify Ability to learn, willingness to learn. Nursing history, clients learning needs 2- Diagnosis: Identify clients learning needs on the basis Of the three domains of learning 3- Planning: Establish learning objectives ,…… 4-implementation: -implement teaching methods,… 5-Evaluation:Determine outcomes of teaching learning process,..

14. آموزش بیمار: تجربه یادگیری از قبل طراحی شده ای است که در آن ترکیبی از روشهای مختلف یاددادن ، مشاوره ، تکنیکهای اصلاح رفتار بکار گرفته می شود که بر روی دانش و رفتارهای بهداشتی بیمار اثر می گذارد و فرایند متقابلی است که به شرکت فعال بیماران در مراقبت از خودکمک میکند

15. Assessment Identify the client's learning needs willingness to learn, ability to learn and teaching resources ,sources of data are the client. Family, learning environment. Medical record, nursing history , and literature.

16. در مرحله بررسی: • اصول اساسی یادگیری Basic learning principles • اصول آمادگی برای یادگیری the reading to learn • توانایی یادگیری The ability to learn

17. Diagnosis Identify client's , learning needs on the basis of the three domains of learning Establish (Cognitive , Affective, Psychomotor)

18. EXAMPES OF NURSING DIAGNOSES RELATED TO CLIENTS LEARNING NEEDS NANDA –APPROVED NURSING DIAGOSES. Knowledge deficit: Cognitive, related to newly Diagnosed disease Newly prescribed therapy Poor understanding of therapies. Knowledge deficit: affective. Related to: Altered affective Knowledge. Impaired social interaction Misunderstanding of prognosis Knowledge deficit :Psychomotor ,related to: Need for crutch Walking Need to learn self – injections Alteration in health maintenance related to: Lack of fine motor skills ADDITIONAL Nursing DIAGNOSIS Reduced attention span related to: Fatigue Pain

19. Teaching and Learning • Potential LEARNING PROBLEMS ASSOCIATED WITH INTELLECTUAL SKILLS • Math calculation. Computing drug dosages : • Measuring liquid or solid food allotment • Reading a thermometer or syringe calibration • Reading directors and instructions • In teaching booklets and in medication Labs. • Problem Solving .Leaning how to regulate insulin dosages on the basis of sings and symptoms . • Comprehension and Application. • Understanding physical restrictions imposed by illness: • Following direction s in performing self – care in accordance With limitations

20. Topics for health teaching Health promotion /Illness prevention First aid Avoidance of risk factors: smoking, alcohol Growth and development Hygiene Immunizations Normal childbearing Nutrition Exercise Safety (in home and hospital)

21. Restoration of Heath • Clients disease or condition @Anatomy and physiology of body system affected @Cause of disease @Origin of symptoms @Expected effects on other body systems @Prognosis

22. Rational for treatment • @Medications • @Tests and therapies

23. Restoration of Health • Rational of treatment @ Nursing measures @Surgical intervention • Expected duration of care • Hospital/Clinic environment • Hospital/Clinic staff • Methods for client participation

24. Coping With Impaired Function • Home care • @Medication • @Diet • @Activity • @Self-help devices

25. Rehabilitation of remaining function • Physical therapy • Occupational therapy

26. Prevention of Complications • Knowledge of risk factors • Implication of noncompliance with therapy

27. Planning • Teaching plan . learning objectives stated in behavioral terms .identify priorities • identify type of teaching method to use

28. Plan Table GIO : Nurse educator: Patient & Family

29. SUMMERY OUTLINE 1- GIO 2- SOB Performance Objectives

30. MEDIA SELECTION Visual Format Audio Format Audiovisual or MultiMedia

31. Implementation Implement teaching methods . Actively Involve client in learning activates Include family participation as apron desired outcomes of nursing care

32. Evaluation Determine outcomes of teaching& learning process .Measure client's ability

33. Evaluation Methods 1- indirect observation Oral Exam True - False 2- Direct observation

34. بررسی عوامل موثر بر یادگیری • رشد وتکامل • سطح تحصیلات • تجربیات گذشته • وضع جسمانی بیمار • سلامت حواس پنجگانه • سلامت خلقی • ثبات اجتمایی اقتصادی • مسئولیت پذیری بیمار • تصور ذهنی فرد از جسم خود • علاقه به یادگیری • انگیزه یادگیری • زمینه فرهنگی • مهارت برقراری ارتباط • زبان

35. آمادگی ذهنی Mental readiness • آمادگ جسمانی readinessPhysical • آمادگی عاطفی Affective readiness • آمادگی تجربی Experimental readiness

36. What are cognitive levels? Cognitive levels describe the extent and depth of knowledge. Perhaps the most well-known description is Bloom’s Taxonomy of 6 Cognitive Levels: 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

37. Cognitive Domain اطلاعات و دانش نظري است كه انتظار ميرود در طول برنامة درسي يادگيرنده كسب نمايد. حيطة شناختي داراي 6 طبقه است كه از ساده به مشكل تغيير ميكند Evaluation Synthesis Analysis Application comprehension Knowledge

39. Affective Domain مربوط به اهدافي است كه سبب تغيير نگرش ويا تعيير تفكر ميشود. بطور كلي اين حيطه ارزشها را در بر دارد. Characterization Organizing Valuing Responding ٌReceiving

40. Psychomotor Domain توانمندي عملي ومهارتي است كه يادگيرنده كسب مي كند. Normality Coordination of Action Acceleration & Accuracy Independent Performance Readiness

41. Basic Steps Nursing process 1-Assessment 2-Diagnosis 3-planing 4-Implementation 5-Evaluation

42. Assessment identify the clients physical ,psychosocial client's identify the Ecological , social , cultural Potential And spiritual needs Sources of data are the client , Family .diagnostic tests ,medical Record, Nursing history, and literature

43. Diagnosis Identify appropriate nursing – Diagnoses

44. Planning • Develop an individualized plan of Care . • set diagnosis priorities on The basis of client's immediate Needs . • Nurse and client collator- rate on plan of care

45. Implementation perform nursing care therapies In – Clued client as an active portico Pant in care . Involve family in client's care as meeting desired outcomes of nursing care

46. Evaluation desired outcomes of nursing care

47. THE END