Patient Education to Promote Health

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Patient Education to Promote Health
2014-02-10 00:40:12
Pharmacology Chapter

Chapter 5
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  1. the level at which basic knowledge is learned and stored.
    Cognitive Domain
  2. The most intangible portion of the learning process.  Conduct that expresses feelings, needs, beliefs, values, and opinions.
    Affective Domain
  3. Involves the learning of a new procedure or skill.  Often referred to as the doing domain.
    Psychomotor Domain
  4. The three Domains of Learning
    • Cognitive Domain
    • Affective Domain
    • Psychomotor Domain
  5. Focus the learning
    The patient must be allowed to focus on the material or task to be learned, the environment must be conducive to learning (ex. quiet, well lit, and equipped for a teaching session) the learner will require repetition of the new information so that he or she can master it.
  6. Consider the learning styles
    the nurse must fit the teaching techniques to the learner's style. ( some people can read and readily understand directions; where as others need to see, feel, hear, touch, and think.)
  7. Organize teaching sessions and materials
    instructional materials have established content that is given in outline form, and they are arranged so that one nurse can initiate the teaching and document the degree of understanding and then another nurse can continue the teaching during a different shift or on a different day
  8. Determine readiness to learn
    the nurse must respect the individuality of the patient, family, or group being treated and accept that not everyone is motivated by the possibility of a higher level of wellness
  9. Motivate the individual to learn
    before teaching, the nurse should be certain that the patient can focus and concentrate on the tasks and materials to be learned; the patient's basic needs (food, oxygen, pain relief) must be met before he or she can focus on leaning; the nurse must recognize the individuals health beliefs when trying to motivate the learner; teaching does not require a formal setting; some of the most effective teaching can be done while the care is being done.
  10. Space the content
    spacing the amount of material given during one session should be considered regardless of the age of the person being taught; multiple short sessions are usually better than a few longer sessions that may overwhelm the learner
  11. Consider educational level
    the vocabulary and reading level of the materials used during the teaching sessions must be tailored to the patient's ability to understand; the information must be presented at an appropriate educational level; avoid medical jargon
  12. Incorporate culture and ethnic diversity
    because there are so many different cultures and beliefs now, it is important that the nurse explore the meaning of an illness with the patient; how we communicate with patients can vary greatly between different cultures; simply ask the patient how he or she prefers to be addressed; the nurse must stay calm and nonjudgemental
  13. Encourage adherence
    there is no way to ensure adherence unless the patient recognizes its value; success with a health regimen is enhanced when the educator conveys an en, and enthusiastic attitude, appears positive about the subject matter, and shows confidence in the abilities of the participants to understand the lesson
  14. Use relevant content
    For learning to take place the patient must perceive the information as being relevant whenever possible. start with simple and attainable goals to build the patients confidence
  15. Communicate goals and expectations of therapy
    the patient must be allowed to have input into their goals and outcomes in order to develop a therapeutic alliance before discharge