craven fundamentals of nursing: human health and function chapter 8: patient education and health...
TRANSCRIPT
![Page 1: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/1.jpg)
CravenFundamentals of Nursing:
Human Health and Function
CravenFundamentals of Nursing:
Human Health and Function
Chapter 8: Patient Education and
Health Promotion
![Page 2: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/2.jpg)
Teaching–Learning Process
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
![Page 3: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/3.jpg)
Teaching–Learning Process (Cont’d)
Examples◦Learning anatomy: Need to memorize facts
◦Dealing with patients: Intuitive component
◦Pharmacology: Previous knowledge of pathophysiology, chemistry, anatomy, physiology, and mathematics
![Page 4: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/4.jpg)
Teaching–Learning Process (Cont’d)
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
![Page 5: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/5.jpg)
Teaching–Learning Process (Cont’d)
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
![Page 6: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/6.jpg)
Question
true or false:Affective learning changes beliefs, attitudes, or values.
![Page 7: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/7.jpg)
Answer
True.Rationale: Affective learning changes beliefs, attitudes, or values.
![Page 8: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/8.jpg)
Teaching–Learning Process (Cont’d)
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
![Page 9: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/9.jpg)
Teaching–Learning Process (Cont’d)
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
![Page 10: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/10.jpg)
Teaching–Learning Process (Cont’d)
Qualities of a teaching–learning relationship◦Patient focus◦Holism◦Negotiation◦Interactive
![Page 11: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/11.jpg)
Purposes of Patient Education
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
![Page 12: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/12.jpg)
Purposes of Patient Education (Cont’d)
Health promotionDisease preventionRestoration of health or functionPromotion of coping
![Page 13: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/13.jpg)
Assessment for Learning
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
![Page 14: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/14.jpg)
Assessment for Learning (Cont’d)
Realistic approach◦ Patient’s energy/comfort level◦ Patient’s age◦ Patient’s emotional state◦ Patient’s cognitive abilities
![Page 15: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/15.jpg)
Assessment for Learning (Cont’d)
Assessing learning readiness◦Motivation/ desire to learn◦Compliance◦Sensory and physical state◦Literacy level◦Health literacy level
![Page 16: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/16.jpg)
Nursing Diagnoses
• 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
![Page 17: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/17.jpg)
Nursing Diagnoses (Cont’d)
Deficient Knowledge◦Absence of cognitive information related to a specific topic
![Page 18: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/18.jpg)
Outcome Identification and Planning
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
![Page 19: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/19.jpg)
Outcome Identification and Planning (Cont’d)
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
![Page 20: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/20.jpg)
Outcome Identification and Planning (Cont’d)
Planning teaching strategies (cont’d)◦Lectures◦Discussion◦Demonstration◦Role-playing
![Page 21: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/21.jpg)
Outcome Identification and Planning (Cont’d)
Teaching aids and resources; used to supplement or reinforce face-to-face teaching◦ Pamphlets◦ Audiovisual aids◦ The Internet◦ Equipment and models
![Page 22: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/22.jpg)
Outcome Identification and Planning (Cont’d)
Use of interpreters and translatorsTiming and amount of informationAppropriate family and friend
involvementWritten teaching plan
![Page 23: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/23.jpg)
Implementation of Patient Teaching
Meeting priority needs firstComfortable environmentIndividualized teaching sessionsCommunicationRepetition
![Page 24: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/24.jpg)
Implementation of Patient Teaching (Cont’d)
Teaching methods◦Cognitive◦Affective◦Psychomotor
![Page 25: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/25.jpg)
Evaluation of Learning
Written tests and questionnairesOral tests“Teach-back”Return demonstrationCheck-off listsSimulation
![Page 26: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/26.jpg)
Documentation of Learning
Documenting patient education is as important as documenting any other aspect of patient care
![Page 27: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/27.jpg)
Lifespan Considerations
Newborn and infantToddler and preschoolerSchool-age child and adolescent Adult and older adult
![Page 28: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/28.jpg)
Newborn and Infant
ImmunizationsNormal growth and development (regular
developmental and health checkups)Car seat safety
![Page 29: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/29.jpg)
Toddler and Preschooler
Safety practicesWell-child visitsProper sleepNutritionAvoidance of secondhand tobacco smokeRegular immunization schedules
![Page 30: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/30.jpg)
School-Age Child
Proper nutritionSleepExerciseSafetyLearning to deal with stress and frustration
![Page 31: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/31.jpg)
AdolescentSmokingSafe drivingPreventing sexually transmitted diseases
(STDs) Avoiding drugs and alcoholPreventing pregnancyAvoiding gang-related violenceMaintaining mental health
![Page 32: Craven Fundamentals of Nursing: Human Health and Function Chapter 8: Patient Education and Health Promotion NRS_320_Craven Collings20121](https://reader036.vdocuments.site/reader036/viewer/2022062515/56649cfe5503460f949ce6a4/html5/thumbnails/32.jpg)
Adult and Older Adult
ExerciseNutritionSelf-examinationsHealth screeningStress managementReduction or cessation of smoking and
alcohol consumptionPrenatal care for women