Patient Education & Health Promotion

1. Patient Education & Health Promotion Prepared by Tim Corbett RN, MA, LMHC

2. Cognitive- storing & recalling of knowledge & information • Psychomotor-learning a physical skill using mental & muscular activity • Affective- involves changes in attitudes, feelings, & values

3. Adult Learners-BasicAssumptions • as people mature, self-concept often moves from dependence to independence • previous experience is a valuable resource • readiness to learn is usually related to a developmental task or social role • material to be learned should be immediately useful

4. Principles of Teaching & Learning • the process is facilitated by a helping relationship • the nurse-teacher needs to be able to communicate effectively 1:1, in small groups & in large groups • a thorough nursing assessment helps to diagnose learning needs • the patient needs to be actively involved with the learning process

5. Principles of Teaching & Learning • proposed behavioral changes must be realistic & connected to a patient’s resources & lifestyle • be aware of time constraints • if learning goals are not met, careful reassessment provides clues for changing the teaching plan • REVIEWBox on Teaching Strategies & Teaching Plan in text

6. Assessment • readiness to learn • emotional health • motivation • self-concept • body image • sense of responsibility for self • past experiences • social & economic stability • attitude • culture

7. Assessment • ability to learn -physical condition -cognitive abilities -acuity of senses -developmental considerations -level of education -communication skills -primary language ability to read & write

8. Diagnosis • a knowledge deficit often results in either potential or actual problems • in formulating a diagnosis, a problem statement needs to be followed by a learninggoal

9. Planning • developing a teaching plan is similar to formulating a nursing care plan • write clear & realistic learning goals related to the 3 domains of learning, which are the cognitive, psychomotor,& affective domains • set realistic time frames & measurable objectives

10. Intervention • pay special attention to developing a logical sequence of activities or steps • use return demonstration whenever appropriate to assess if your teaching strategy has been effective for the patient

11. Evaluation • eliciting patient feedback is essential to determine if teaching has been effective • ask direct questions of the patient & evaluate both the correctness & completeness of answers • observe the patient’s behavior when performing a skill & evaluate the patient’s level of comfort & confidence in performing the skill • revise the plan if necessary, either using a different teaching strategy or adding or subtracting methods or content