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The ultimate goal of patient teaching is
the prevention of illness and the promotion of wellness.
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Nurses teach patients about their
disease or disorder, including diet, medications, treatment, and self-care.
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Preop teaching covers
phases of surgery, what will be experienced, what can be expected, and the exercises to be done afterward.
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Prior to discharge, the patient must
be taught how to care for himself at home.
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Patient teaching aids in achieving the goals
of Healthy People 2010 and the Canada Health Act.
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Discharge planning is a
process that begins at the time of admission.
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This includes assessing for
special needs, learning to identify appropriate teaching moments, and providing learning opportunities focused on patient self-care.
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A teaching moment occurs
when the patient is at an optimal level of readiness to learn and apply a particular piece of information.
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Research shows that people learn in 3 ways
- 1. visually through what they see (visual learning)
- 2. aurally, through what they hear (auditory learning)
- 3. kinesthetically, by actually performing a task or handling items (kinesthetic)
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Cognitive domain is
when the learner takes in and processes information by listening to or reading the material.
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Affective domain is
when the material is presented in a way that appeals to the learner's beliefs, feelings and values.
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Psychomotor domain is
when the learner processes the information by performing an action or carrying out a task.
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Before beginning to teach
assess for factors that might interfere.
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Conditions that can affect learning process include
poor vision or hearing, impaired motor function, illiteracy, and impaired cognition.
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Situational factors that interfere with learning
include pain, nausea, fatigue, a sense of being overwhelmed by all that is happening and multiple interruptions.
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The patients cultural values and personal expectations regarding treatment and recovery
differ from those of the nurse and other health care providers.
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It is necessary to work
within the patient's values and cultural system.
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Patients may practice religious
rituals as an aid to healing with which the nurse may not be familiar.
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Play techniques
can be very successful when teaching younger children.
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Language must be tailored
to the child's level of understanding.
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Children interpret language literally,
so avoid idioms because they can be easily misunderstood.
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When teaching the elderly,
the pace is slow to allow more time for processing the information.
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A teaching plan using
visuals and kinesthetic learning will often be the most effective for the elderly.
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When printed materials are used
go over them with the patient and ask questions to determine whether the information has been understood.
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Assess what patients already know about the skills they need to learn
so that you can build upon their current knowledge base.
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Teaching is most effective when
you can relate the material to a subject that patients already understand.
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Motivation plays a large role in
effective learning.
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Work with patients to show them
the advantages of learning what they need to know.
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Behavioral objectives
represent the desired changes or additions to current behaviors and attitudes.
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Teaching can be done
one to one or in a group setting.
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Be certain
room temp is acceptable and patient is comfortable.
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Return demonstration is
the patient is thought a specific skill, have the patient demonstrate that skill.
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Learning is a
process of many steps, and rushing these steps can cause confusion, frustration, and a sense of failure for both the patient and the nurse.
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If the facility does not use a patient education flow sheet,
information should be entered into the nurse's notes.
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