Teaching/Learning in Nursing

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Author:
dallas.dawn
ID:
208909
Filename:
Teaching/Learning in Nursing
Updated:
2013-03-22 12:47:44
Tags:
Nursing Fundamentals
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teaching..
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  1. Key Points (Review module)
    • client education assists individuals, families, and communitie in achieving optimal health 
    • "is a basic standard of professional care 
    • Teaching is interactive, promotes learning, and leads to a change in behavior
    • Learning is an intentional gain of new information 
    • information technology can be used to enhance access to and delivery of knowledge
  2. Purposes of client teaching include: 
    • health maintenance and promotion and illness prevention 
    • health restoration(teaching a client how to administer insulin) 
    • coping with impaired function(ostomy care, learning swallowing tech, speech therapy)
  3. Learning Domains 
    Cognitive 
    Affective 
    Psychomotor 
    (all intellectual activities) knowledge, application, analysis, synthesis (ex: a pt is taught and then can list the signs and symptoms of hypoglycemia )

    (includes feelings, opinions, and values)receiving, responding, valuing ex(client is attentive and willing to listen to the nurse discuss new onset diabetes)

    • (learning how to complete a physical activity ) performing, adapting (ex: client practices preparing insulin injections 
  4. Factors that enhance learning 
    • perceived benefit 
    • cognitive and physical ability 
    • health and cultural beliefs 
    • active participation 
    • age/educational level-appropriate methods
  5. Barriers to Learning 
    • fear, anxiety, depression 
    • physical discomfort, pain, fatigue 
    • environmental distractions 
    • health and cultural beliefs 
    • sensory and perceptual deficits 
    • psychomotor deficits
  6. Influences on Learning 
    • Motivation: health beliefs, readiness to learn 
    • learning style 
    • learning environment 
    • literacy 
    • developmental level 
    • physical factors
  7. Process 
    • assessment
    • diagnosis 
    • planning 
    • implementation 
    • evaluation
  8. assessment 
    assess/monitor the clients learning needs

    • ass/monitor clients learning style 
    • id. areas of concern
    • assess/monitor available resources 
    • id. clients developmental stage/physical and cognitive availability 
    • id. special needs
    • determine motivation and readiness to learn
  9. NANDA Nursing Diagnosis 
    • deficient knowledge 
    • noncompliance 
    • ineffective health maintenance 
    • health-seeking behaviors
  10. Planning 
    • id. Mutually agreed upon client outcomes 
    • prioritize the learning objectives with the client's needs in mind 
    • use methods that emphasize clients learning style 
    • age appropriate teaching methods/materials 
    • provide electronically resources as appr. 
    • demonstrate use of internet
    • organize learning activities to move from simple to more complex tasks. 
    • incorporate active participation in the learning process 
    • schedule teaching sessions to coincide with clients' daily activities
  11. Develop a Teaching plan 
    • content 
    • strategies/approaches 
    • environmental considerations 
    • resources needed
  12. writing learning goals 
    a goal is a general statement about what you want the client to be able to achieve as a result of the teaching session
  13. Learning objectives 
    • objectives are more specific than goals
    • they must be client centered, measurable and time specific
  14. example of learning objective 
    • at the end of this lecture studetns will 
    • -id the three components of a learning objective 
    • -write at least two specific measurable outcomes for a specific learning need
  15. learning need: proper handwashing
    • goal: mother will prevent transmission of infection to her premature hospitalize infant 
    • learning objectives: upon completion of a teaching session, the mother will correctly and independently perform a 3 min surgical handwash 
    • aftertoday, the mother will perform a surgical handwash every time she enters and leaves the baby's room, without prompting from the staff
  16. Implement teaching plan 
    • create an environment conductive to learning 
    • use therapeutic communication to develop a trusting relationship that allows the client to express areas of concern 
    • review previous knowledge and experiences 
    • explain the procedures 
    • present steps building to more complex tasks 
    • demonstrate psychomotor skills 
    • allow time for return demonstrations 
    • provide positive reinforcement
  17. Evaluation 
    • observe the client demonstrating the learned activity 
    • ask questions 
    • listen to client explain the information learned 
    • use written tools to measure accuracy of information 
    • observe verbal and nonverbal communication 
    • revise the care plan as needed

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