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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
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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)
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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
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Factors that enhance learning
- perceived benefit
- cognitive and physical ability
- health and cultural beliefs
- active participation
- age/educational level-appropriate methods
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Barriers to Learning
- fear, anxiety, depression
- physical discomfort, pain, fatigue
- environmental distractions
- health and cultural beliefs
- sensory and perceptual deficits
- psychomotor deficits
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Influences on Learning
- Motivation: health beliefs, readiness to learn
- learning style
- learning environment
- literacy
- developmental level
- physical factors
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Process
- assessment
- diagnosis
- planning
- implementation
- evaluation
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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
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NANDA Nursing Diagnosis
- deficient knowledge
- noncompliance
- ineffective health maintenance
- health-seeking behaviors
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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
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Develop a Teaching plan
- content
- strategies/approaches
- environmental considerations
- resources needed
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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
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Learning objectives
- objectives are more specific than goals
- they must be client centered, measurable and time specific
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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
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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
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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
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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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