Chapter 8 Client Teaching

1. Chapter 8Client Teaching

2. Importance of Client Teaching Teaching focuses on combinations of the following subject areas: • Self-administration of medications • Directions and practice in using equipment for self-care • Dietary instructions • Rehabilitation program • Available community resources • Plan for medical follow-up • Signs of complications and actions to take

3. Stages of Learning Four progressive stages of learning • Recognition of what has been taught • Recall or description of information to others • Explanation or application of information • Independent use of new learning

4. Assessing the Learner • To implement effective teaching, determine the client’s: • Preferred learning style. • Age and developmental level. • Capacity to learn • Motivations. • Learning readiness. • Learning needs.

5. 1. Learning Styles • Learning style referred to “The manner in which a knowledge is acquired“ • Three general domains • Cognitive domain: style of processing information by listening or reading facts and descriptions • e.g. ( listing, identifying, locating, • summarizing, selecting…..)

6. Learning Styles (cont’d) • Affective domain: style of processing information that appeals to a person’s feelings, beliefs, or values • e.g. (supporting, accepting, refusing, defending.…..) • Psychomotor domain: style of processing information that focuses on learning by doing • e.g. (assembling, changing, filling, adding, removing.…..) • refer p. 106+107

7. 2. Age and Developmental Level • Age-related categories of learning • Pedagogy • Science of teaching children or those with cognitive ability comparable to children • Androgogy • Principles of teaching adult learners • Gerogogy • Techniques that enhance learning among older adults

8. Age and Developmental Level (cont’d) • Unique characteristics of young adults: • Technologically literate, having grown up with computers • Prefer visualizations, simulations, and other methods of participatory learning and quick responses • Expect immediate answers and feedback • Become bored with memorizing information and doing repetitious tasks • Like a variety of instructional methods from which they can choose • Respond best when they find the information to be relevant

9. Related differences among learners

10. 3. Capacity to Learn • Literacy • Determine client’s level of literacy (Ability to read and write) before developing teaching plan • Illiterate :Unable to read or write • Protect client’s self-esteem by asking, “How do you learn best?” • Use verbal and visual modes for instruction • Repeat directions several times in same sequence • Provide pictures, diagrams, or tapes (audio and video) for future review

11. Capacity to Learn (cont’d) • Sensory deficits • Older adults • May have visual and auditory deficits

12. Capacity to Learn (cont’d) • Attention and concentration • Affect duration and teaching methods that are applied • Helpful approaches: • Implement health teaching when most alert and comfortable • Keep teaching session short • Use client’s name frequently • Show enthusiasm • Use colorful materials • Involve client in an active way • Vary tone and pitch of voice

13. 4. Motivation • Learning is optimal: when person has purpose for acquiring new information • Desire for learning: to restore independence, prevent complications and to return home • Less desirable reasons: to please others, to avoid criticism

14. 5. Learning Readinessالاستعدادية للتعلم • Readiness refers to client’s physical and psychological well-being • If client in pain, too warm or cold, dyspnea, fearful, depressed…. In these situations, restore comfort and then teach….

15. 6. Learning Needs • Teaching and learning is individualized . • Questions the nurse can ask to assess client’s learning needs: • What does being healthy mean to you? • What things in your life interfere with being healthy? • What activities do you need help with? • What do you hope to accomplish before being discharged? • How can we help you at this time?

16. Informal and Formal Teaching • Informal teaching: is unplanned and occurs spontaneously at the bedside (تعليم مرضى السكري خلال فحص السكر أو الغيار) • Formal teaching: requires plan • (instructional design process) • Both are needed………… • End…