Card Set Information

2012-07-02 01:23:00
Teaching Learning FT3

Teaching and Learning
Show Answers:

  1. Why is it important that nurses know how to teach
    • Nurses have an ethical responsibility to  teach their clients
    • Decrease Health Care Costs
    • More patients participate in healthcare decisions
    • Acute Care stays are Brief
    • Make a difference in the lives of our patients and aggregates
    • Joint Commission guidelines compel us to teach
  2. What is the primary goal of teaching?
    • Process that involves 
a teacher and a learner
    • Interactive
    • Involves planning and implementing instructional     activities
    • Requires good communication skills
    • To meet learner outcomes
  3. What do nurses typically have to teach?
    • Disease information
    • Information about medications
    • Procedures/psychomotor skills
    • Disease prevention and health promotion
    • Clinical processes
  4. What is the patient's role in administering the Patient's Bill of Rights
    • Clients have the right to make  informed Healthcare decisions
    • How can they do that if we don't educate them?
  5.    What impacts the reception of instruction?
    • Pain level
    • Setting
    • Ability to demostrate knowledge
  6. Adults learn best when they....
    • Adults learn best when they….Know the reason they should learn something
    • Are self-directed
    • Can use what they have learned
    • Are motivated
    • Can draw from past experiences
    • Use a task, problem, or life-centered approach
  7. Benchmarks of effective learning
    • Pt will have a change in behavior, knowledge, skills, or attitude
    • Learning occurs as a result of planned or spontaneously occurring situations, events, or exposures
    • Goal-oriented, intended, and deliberate, involving motivation to learn (conscious)
    • Without active participation in the learning process (subconscious)  Active process involving more than giving of information
  8. 5 Rights of Teaching
    • 1) Right time:
    •   Pt should be pain free
    •   Suffiecient time for learning
    • 2) Right Conext
    •   Environment free of distractions, ie quiet private
    •   Soothing/stimulating
    • 3) Right Goal
    •   Client readiness and commitment to behavioral change
    •   All necessary parties are present
    •   Objectives realistic and valued
    • 4) Right Content
    • Appropriate for needs
    • new or reinforced information
    • level of learner
    • Related to other life experiences
    • 5) Right Method
    • Teaching strategies match learning style
    • Learning ability
    • Use of varied strategies integral to learning.
  9. Three domains of Learning
    • Cognative:
    • Storage and recall of information.
    • Engaged through lecture, notes, instructions, etc.
    • Affective:
    • Feelings, beliefs, attitudes, values. The way to a man's heart (and mind) is through his stomach.)
    • Engaged by one-on-one conversation or via role play.
    • Psychomotor:
    • Engaged by practice, demonstration, etc.
    • Easiest to determine knowledge.

    The goal is all three, but emphasize the one the pt utilizes most.
  10. Components of a learning Assessment
    • Learning needs/knowledge level
    • Health beliefs and practices
    • Physical and emotional readiness
    • Ability to learn
    • Literacy level
    • Health literacy
    • Ability to see, feel, hear, grasp
    • Learning style
    • Time constraints
    • Available resources
  11. Prinicples of Pt. Learning
    • Focusing
    • Learner Control
    • Active Participation
    • Organization Association
    • Application
    • Arousal
    • Repetition
    • Imitation
    • Motivation
    • Recency
    • Primacy
    • Spacing/Timing
    • Accurate and prompt feedback
    • Personal History
  12. Learner assessments includes...
    • Perceptions
    • Culture
    • Readiness to Learn
    • Developmental Concerns
    • Levels of Wellness
    • Socioeconomic Forces
    • Educational Level
    • Adaptation
    • Physical Learning Environment
    • Health Literacy
    • Ability to Communicate
    • Hearing, Vision and Language Impairments
  13. Teaching toddlers and preschoolers
    Good to know for NCLEX
    • Toddlers (1-3 Years of Age): parallel play and imitation
Preschoolers (3-6 years) role play and imitation
    • Topics:
    • Safety
    • Immunizations
    • Nutrition
  14. Teaching School-Age and Adolexcent Children
    • School Age (6-12)Major changesCompetitive and cooperative playTopicsSafetyImmunizationsHealth screeningsNutrition
    • Adolescent (12-20)Major changesVideo games and readingTopicsSafetyImmunizationsHealth screeningsNutrition
  15. Teaching young adult and middle age adults
    • Young Adult (20-35):
    • Values and norms.
    • Ethical fairness
    • Healthy self-concept
    • Topics of education:
    • Injury prevention
    • Immunizations
    • Health screenings
    • Nutrition

    • Middle Age (35-65):
    • Physical and cognitive changes
    • Generativity vs. stagnation
    • Topics for eduction:
    • Injury preventionI
    • mmunizations
    • Health screenings
    • Nutrition
  16. Geriatric Considerations
    • Older clients are different from younger clients in ways that significantly affect educational planning and implementation
    • Number of elderly health care consumers expected to increase.
    • Be tuned into changing social roles of the elderly
    • Don’t assume anything – do they know how to operate a Wii?
    • Use verbal and oral means, accounting for sensory deprivation due to possible visual and hearing impairments
    • Labeled categories increase focus and recall
    • Allow client to have maximum control
    • Don’t talk to them like they’re idiots, babies, or crazy
  17. Preparing a teaching plan
    • Nurses must carefully assess the needs of the patient with respect to their disease process and  treatment plan
    • Determine what domain the teaching is centered on
    • Determine patient outcome that is measurable
  18. Components of teaching a plan
    • Teaching strategies: method used to present the content being taught
    • Content: all information needed to reach your intended goal
    • Scheduling and sequencing: how to organize and sequence information
    • Instructional material: materials/tools used to present
  19. Learing Objectives
    Helps in identifying the priorities for learning and guide the teaching planIdentify the planned outcome of the learning experienceAllows planning for use of resource materials and maximize time useShort term objectives can be compared with outcomes of care
  20. Evaluating Learning
    • Tests and written exercises
    • Oral questions
    • Interviews
    • Questionnaires
    • Checklists
    • Direct observation of performance
    • Client report
    • Client records
  21. What will you document?
    • Learning needs
    • objectives
    • topics coverd
    • resources provided
    • outcomes, always measureable
    • Will doc education at least 1x/shift