RET 1024 Introduction to Respiratory Therapy

1. RET 1024Introduction to Respiratory Therapy Module 6.0 Patient Education

2. Patient Education Education is an essential component of patient care For patient’s to assume or resume control of their health, they must be educated.

3. Patient Education RRT’s are frequently called on to educate patients about their cardiopulmonary diseases and techniques for treatments

4. Patient Education Learning occurs in three domains: • Cognitive domain Involves helping patients understand particular facts and/or concepts • Affective domain Centers around the patient’s attitude and motivational level • Psychomotor domain Refers to the patient’s ability to perform physical tasks

5. Patient Education Learning Objectives Objectives make clear what is to be accomplished and how, as well as providing direction and a method for evaluating the educational process

6. Patient Education Learning Objectives Objectives should be written in measurable terms so that the RRT and the patient can recognize when the objective has been accomplished

7. Patient Education Learning Objectives To state an objective in behavioral terms, begin with a verb Example: • Identify the indications for … • State the importance of … • Explain the relationship between …

8. Patient Education Learning occurs in three domains: • Cognitive Domain Facts and concepts that the RRT wants the patient to know and understand by the end of the education session Example: Oxygen Therapy • Identify the indications for O2 therapy • State the importance of using the prescribed liter flow • Explain the relationship between oxygen and combustion

9. Patient Education Learning occurs in three domains: • Affective Domain The patient’s attitude and motivational level to learn (both affect the other two learning domains - cognitive and psychomotor)

10. Patient Education Learning occurs in three domains: • Affective Domain Patients who have recently been given a poor prognosis or are in pain may not be in an optimal position to absorb instruction Respiratory therapists should assess a patient’s readiness to learnbefore attempting to educate them

11. Patient Education Learning occurs in three domains: • Affective Domain Motivation is enhanced by: • Presenting the material clearly • Using a variety of teaching methods • Instruction / Demonstration • Visual – videos, posters, models, etc. • Written material – brochures • Relating the facts and skills to practical applications Getting the patient to see “what’s in it for them” is the key to motivation

12. Patient Education Learning occurs in three domains: • Affective Domain Patients are best able to learn if: • Understand their disease process • Know what is expected of them • Accept their diagnosis • Receive instruction both verbally and in writing

13. Patient Education Learning occurs in three domains: • Affective Domain Learning Objectives Example: O2 Therapy • Agree that oxygen therapy is necessary • Verbalize willingness to use oxygen appropriately • Follow appropriate guidelines for its use

14. Patient Education Learning occurs in three domains: • Psychomotor Domain Refers to the patient’s ability to perform physical tasks Patients exhibit a wide range of mechanical abilities. Because a patient requires more time and repetition to become proficient at a given task, is does not mean that he or she is less intelligent or unmotivated

15. Patient Education Learning occurs in three domains: • Psychomotor Domain It is important to relate psychomotor skills (e.g. cleaning respiratory equipment) to skills the patient uses on a daily basis (washing dishes)

16. Patient Education Learning occurs in three domains: • Psychomotor Domain Repetition is key in successfully teaching psychomotor skills Patients will remember 10% of what they hear, but 50% or more of what they DO!

17. Patient Education Learning occurs in three domains: • Psychomotor Domain To confirm performance in the psychomotor domain, patients must provide return demonstration

18. Patient Education Learning occurs in three domains: • Psychomotor Domain Return demonstration by the patient should include: • Repeating the steps in the procedure that your demonstrated • Showing you what you taught them During this process the RT should be: • Patient • Helpful • Encouraging

19. Patient Education Learning occurs in three domains: • Psychomotor Domain Learning Objectives Example: O2 Therapy • Operatean oxygen concentrator • Adjustthe flow meter • Change the nasal cannula

20. Patient Education Teaching Children Vs Adults Children Adults

21. Patient Education Teaching Children Vs Adults Refer to Egan’s Fundamentals of Respiratory Care, Ninth Edition, Chapter 49, Patient Education and Health Promotion, for a more detailed explanation of the learning differences between children and adults

22. Patient Education Respiratory Therapists as Educators • Asthma Educators • Smoking Cessation Counselors • COPD support groups • Pulmonary Rehab • BCLS/ACLS Instructors • Respiratory Department Educators • College Professors

23. Patient Education Respiratory Therapists as Educators • Hospitals • Clinics • Homecare • Community Health Fairs • Educational Institutions

24. Patient Education Patient Educators must be mindful of the need to constantly update and refine their teaching skills in order to become more effective teachers Accomplished via: • Observation of Colleagues • Formal training – academic or professional courses • Practice

25. Patient Education Evaluation of Learning Requires the respiratory therapist to look at each component of the each teaching-learning interaction, with a view to corrective intervention and remediation

26. Patient Education Evaluation of Learning Often requires the educator to ask themselves, “What did the patient learn?” “How can I enhance teaching and learning?

27. Patient Education Evaluation of Learning Involves measurement of the learner’s achievements • Asking questions • Written test • Teaching checklist • Observational checklist The evaluation must be as objective as possible

28. Patient Education Evaluation of Learning Example: Teaching Checklist (MDI) • ____ Remove the cap and hold the inhaler upright • ____ Shake the inhaler • ____ Tilt you head back slightly and breathe out slowly • ____ Position the inhaler (either with the mouth open and inhaler 1-2 inches away from or directly in the mouth using a spacer/holding chamber • ____ Press down on the inhaler to release medication as you start to breathe in slowly • ____ Breath in slowly (3 – 5 seconds) • ____ Hold your breath for 10 seconds to allow the medicine to reach deep into your lungs • ____ Repeat puff as directed, waiting 1 min. between puffs may permit a second puff to penetrate your lungs better

29. Patient Education Patient Education Documentation Documentation can take many forms • Electronic • Anecdotal chart entries • Checklists • Standardized forms

30. Patient Education Patient Education Documentation Key Components • Date and time of intervention • Subject matter or content addressed • Method of instruction • Response of the learner or the result of the learning

31. Patient Education Documentation of Learning Interdisciplinary Patient Education/Family Education Record Patient’s name: ____________________________________________________________ Date: ________________ Time of Intervention: ____________________________ Subject matter/content addressed: _____________________________________________ _________________________________________________________________________ Method of Instruction: _______________________________________________________ _________________________________________________________________________ Response of learner/results of learning: _________________________________________ ___________________ _____________________________________________________ Initials/signature of health care provider: ________________________________________