Client-Centered Education in Nursing

Learning Objectives

• Explore the goals of client-centered education
• Discuss client-centered learning and L.E.A.R.N.S (RNAO)
• Describe the three learning domains (cognitive, affective, psychomotor)
• Examine the Transtheoretical Model of Change
• Describe the role of the nurse in health teaching
• Discuss factors affecting a client's readiness and ability to learn
• Examine the characteristics of different learning styles according to developmental stage and cultural diversity
• Relate the teaching process to the nursing process and clinical judgment model
• Analyze health literacy and its impact on health

CNA (2017) Code of Ethics

• Patients have the right to make informed decisions about their care
• Information for patient decisions must be accurate, complete, and relevant to their needs
• Nurses should anticipate patient needs for information based on their overall condition (physical, mental, emotional, spiritual), identified risks and interprofessional treatment plans

Health Teaching

• A focused form of instructional dialogue used in client-centered relationships
• The purpose is to provide clients and families with knowledge and life skills needed to make good decisions, slow or prevent progression of illness, and promote the highest possible quality of life

Outcomes of Client Education

• Maintaining and promoting health and preventing illness
• Health restoration
• Coping with impaired functioning

Three Learning Domains

• Cognitive: Understanding content, a prerequisite for changing attitudes and developing psychomotor skills
• Affective: Changing attitudes and promoting acceptance
• Psychomotor: Hands-on skills development

Role of Nurse in Health Teaching

• Nurses act as guides, coaching patients on actions to improve overall health
• Nurses provide information on how patients can learn to better care for themselves and connect them to appropriate community supports
• Nurses provide knowledgeable emotional support to help clients minimize the impact of temporary setbacks

Role of Nurse in Teaching and Learning

• The role of the nurse in patient education is multifaceted
• Involves creating and adapting the environment to facilitate learning, using a patient-centered approach in assessing learning needs, and applying the most appropriate educational strategy

Explore the Goals of Client-Centered Education

• Engaging clients as active participants in the learning process
• Ensuring that health teaching interventions are supportive of the client's preferences and values
• Utilizing participatory strategies that build on client strengths
• Collaborative learning environments that allow nurses to offer sufficient information, specific instruction, and emotional support
• Starting where the learner is and supporting their natural desire to learn.

Facilitating Client-Centered Learning

• Focuses on a safe environment
• Active participation
• Therapeutic relationship
• Using multiple strategies to support learners, using the approach of reinforcing new knowledge and strengthening self-management.

RNAO L.E.A.R.N.S

• Client-centered care is based on four pillars
• Client-centered care
• Promoting health literacy
• Building knowledge and skills
• Supporting self-management strategies

Factors Affecting Client Readiness and Ability to Learn

• Level of anxiety
• Physical ability
• Comorbid health conditions
• Crisis and life transitions
• Level of social support
• Health literacy
• Developmental level
• Culture
• Self-awareness

Culture and Developmental Stage: Learning Styles and Health Literacy

• Exploring how culture influences learning and how developmental stages influence learning
• Discussing how culture influences what is learned, how people learn, and how nurses integrate clients' cultures into their teaching processes

Teaching Methods Based on Patient's Developmental Capacity

• Methods for teaching different age groups: Infant, Toddler, Preschooler, School-age child, Adolescent, Young or Middle-aged adult, Older person

Learning Styles

• Visual: Learns best by seeing, likes demonstrations, organizes thoughts by writing things down.
• Auditory: Learns best with verbal instructions, details not as important, talks things through, discusses pros and cons.
• Kinesthetic: Learns best by doing, hands-on approach, learns by touch and action, loses interest in detailed instructions, tries things out.

Health Literacy

• The ability to use printed and written information in society, to achieve one's goals, and to develop knowledge
• Includes essential skills, such as prose knowledge and skills, document skills, numeracy, and problem-solving skills
• Important in using health information to maintain good health.
• Defined as the capacity to obtain, communicate, process and understand basic health information, and services to make appropriate health decisions.

Comparison of Nursing Process, Clinical Judgment Model, and Teaching Processes

• Compares three models: Nursing Process, Clinical Judgement, and Teaching.

Discuss the Importance of Health Literacy

• Understanding: Health literacy entails understanding the cognitive and social skills essential for accessing and applying health information effectively, which facilitates good health practices.
• Application: The motivation and ability of individuals to use and apply information determine whether promotion and maintenance of good health are achievable.
• Lack of understanding: If a client cannot understand what is being taught, learning will not happen.

Health Literacy Pillars

• Capacity to obtain health information
• Understanding of health information gathered
• Ability to apply health information

Additional Considerations

• Estimated 6 in 10 Canadian adults lack health literacy skills necessary for adequately managing health and health care, and there are more people with low health literacy compared to those with low literacy.
• Mastery of health literacy often requires simultaneous use of many skills (prose, document, numeracy, problem solving).

This quiz focuses on the principles of client-centered education within nursing practice. It covers the L.E.A.R.N.S framework, learning domains, the Transtheoretical Model of Change, and the role of nurses in facilitating effective health teaching. Additionally, it explores factors influencing a client’s readiness to learn and the impact of health literacy.