Nursing Education Techniques and Patient Care

BNUR1900 Nursing Fundamentals Module 6: Client Education

• Course presented by Peter Kennedy RN, BScN, MBA on October 31, 2024
• Focuses on client education in nursing care

Learning Objectives

• Develop understanding of education's role in nursing care
• Identify and apply domains of learning in nursing care
• Assess client's basic learning needs
• Identify strategies for effective teaching considering cognitive, neurological, and sensory deficits in older adults

Entry to Practice Competencies

• Incorporates knowledge from nursing science, social sciences, humanities, and health-related research into care plans
• Adapts practice based on client's spiritual beliefs and cultural practices
• Supports clients in navigating healthcare systems and other service sectors to improve health
• Assists clients in accessing, reviewing, and evaluating information using information and communication technologies (ICTs)

Overview of Patient/Client Education

• Patient education is an ongoing process, occurring during every shift, potentially subtle or planned, formal
• Nurses must combine theoretical knowledge, communication skills, and understanding of teaching and learning to provide comprehensive care
• Nurses are responsible for facilitating client-centered learning that considers patients' perspectives, needs, and values

Knowing Your Own Learning Style

• Students are required to complete a self-assessment of their learning style
• Students should reflect on and/or understand the results of their self-assessment.
• Students should consider if they perceive different learning styles

Knowing the Learning Style of Others

• Understanding diverse learning styles is crucial in education
• Educators should not always conduct detailed learning style assessments, but observations can be applied to develop an understanding of diverse learners

Understanding Context

• Nurses must consider the context in which education occurs when teaching patients

Goal of Patient Education

• Assist individuals, families or communities in achieving optimal health
• Overall goals include: maintaining and promoting health, preventing illness, restoring health, and optimizing quality of life with impaired functioning

Maintaining and Promoting Health and Preventing Illness

• Nurses provide people with information and skills to maintain, manage, and improve health
• Health awareness leads to more effective health management and early diagnosis
• Internet access has increased health information availability, though misinformation may also be an issue
• Benefits exist in accessible health information and self-management tools (e.g., apps)

Restoring Health

• Clients seek information and skills to manage, regain, or maintain their health
• Illness or diagnoses can challenge the individual's ability to adapt
• Family support is often crucial in helping patients navigate a health journey
• Understanding a patient's need for independence rather than dependence is important to support the individual successfully

Optimizing Quality of Life with Impaired Function

• Identifying patient needs is critical for effective patient education
• Assessing and understanding family willingness to provide support is important
• Family education will support patient health care management

Teaching and Learning

• Teaching is an interactive process that focuses on the learner's needs, learning style and capacity
• The acquisition of knowledge, skills, behavior and attitudes is purposeful in learning
• Effective teaching involves new skills or changing existing attitudes, while learners typically begin after recognizing a need for knowledge
• Effective teaching relies heavily on listening and engaging with effective communication practices

Patient/Client Education

• Patient/client education aims to provide support to individual, family, or community for optimal health.
• This will involve the development of knowledge, skills and choices, ultimately impacting overall health care

Nursing Role in Teaching and Learning

• Creating or adapting the learning environment to encourage learning, is essential
• Assessing the learning needs of individual patients, requires a patient centered approach
• Utilizing the most suitable educational strategy will encourage learning
• Emphasizing ethical responsibilities to empower patients to manage their own health.

Informed Decision-Making

• Patients have the right to make informed choices about their health and health care
• Patient education requires complete and relevant information that is accurate
• Information seeking by patients should be recognized and patients assessed individually.

How Does Teaching Fit in With Professional Responsibilities?

• A comprehensive teaching plan is crucial that meets the learner's needs
• Improving quality of care through patient education can help individuals reach their optimal wellness, increase independence and reduce health care costs.

How Does Teaching Fit in With Professional Responsibilities?

• As nurses, it is important to utilize all skills and expertise to accurately gauge an individual patient's learning requirements.
• This includes their communication, observation and awareness of cultural, social, and familial factors

Teaching as Communication

• Teaching is a process of information sharing that mirrors the process of communication.
• Effective teaching is dependent on good communication, primarily interpersonal communication skills.

Case Study

• A case study of a couple preparing for a trip, highlighting concerns and prior information about malaria
• An example which illustrates importance of understanding patient preferences and communication techniques

Domains of Learning

• The study discusses the cognitive, affective, and psychomotor learning domains

Cognitive Learning

• Bloom's Taxonomy framework, providing instructional classification levels and their characteristics.

Affective Learning

• Emphasizes internalizing values, organizational principles, valuing, responding and receiving in learning processes

Psychomotor Learning

• Details the various processes and steps involved in performing skills and tasks during acquisition process

Teaching Methods Based on Domains of Learning

• Lists various methods for teaching including discussion, storytelling, lectures, question and answer sessions, role-play and independent projects

Basic Learning Principles

• Nurses need to understand how people learn
• Learning depends on diverse factors which needs to be assessed individually

Learning Environment

• The learning environment should be well-lit, adequately ventilated, and include comfortable furnishings.
• Learning spaces should be quiet, distraction-free, and offer privacy to promote focused learning.
• These can exist in hospital rooms, classrooms, community centers, or the comfort of a patient's home

Ability to Learn

• Emotional capability, in terms of its impact on learning
• Intellectual capability with factors including knowledge, reasoning and comprehension abilities
• Physical capability considers factors that may affect a person's ability to learn, such as factors such as pain, fatigue, or hunger

Learning Style and Preference

• Individuals process information differently, requiring diverse teaching approaches
• Different learning styles exist which include visual, kinesthetic, and auditory learning.

Motivation to Learn

• Importance of the desire, or willingness to learn in the context of motivational influences

Motivation and Social Learning Theory

• The importance of believing in a person's ability to perform actions consistently, influences learning.
• This is also related to a person's self-belief in being able to perform a task- self-efficacy

Motivation and Transtheoretical Model of Change

• Model of change emphasizing the stages of precontemplation, contemplation, preparation, action, maintenance, and relapse prevention.
• Each stage involves specific strategies for supporting healthy behavior change.

RNAO BPG Facilitating Client Centered Learning (CLL)

• Emphasizing client centered care focusing on patient as a partner throughout care
• Patient has increased access to health information thanks to the internet
• The RNAO provides guidelines that ensure learners' needs are met, rather than just meeting the educator's perceived needs.

A Patient-Centered Approach to Patient Education

• Patient-centered care places patients at the center of care delivery.
• LEARNS model provides a framework for incorporating social learning theory for a patient-centered approach.

LEARNS Model

• Model for patient-centered learning, involving the listening, establishing relationships, adopting a specific approach for every patient, reinforcing values, naming the patient education strategies and using appropriate tools to strengthen self-management.

Nursing and Teaching Process

• Includes the steps in the nursing process – assessment, analysis or diagnosis, planning, implementation, and evaluation

Learning Objectives

• Discusses applying SMART criteria for creating clear, effective learning objectives (Specific, Measurable, Achievable, Relevant, Time-bound)

Teaching Approaches

• Explains various teaching approaches (telling, selling, participating, entrusting, and reinforcing).

Learning Activity

• Describes an activity where students review a specific article, discuss and consensus on key messages

Teach Back

• Defining teach-back method as a tool for clarifying patient teaching instructions by asking patients to explain instructions in their own words
• Method helps determining if further clarification is necessary

Health Literacy

• Discusses health literacy as an individual's ability to find, understand, and use information to make informed health decisions.
• Includes the concepts of both personal and organizational health literacy, with details of the capabilities of both entities

Health Literacy 'Universal Precautions'

• Simplifies patient communication and confirms comprehension, minimizing miscommunication risk
• Making the health care environment easier to navigate is essential

Learning in Later Life

• Discusses the application of geragogy, or adult learning theory, when working with older adults
• Emphasizes relevant, relatable, and concrete information for teaching, pacing teaching to individual stamina, gathering patient information in diverse ways

Learning in Later Life cont.

• Older adults' learning capabilities and the need to encourage active participation.
• The relevance of factors such as health literacy and education level in learning contexts.
• Role of the "teach-back" method in verifying patient understanding

Application to the Older Person

• Discusses Health assessment with health history, physical assessment, functional assessment, mental status assessment and mood measures
• Additional factors such as social support, environmental, and safety aspects.
• Older American resources assessment tool for considerations when working with older people

Perpetual Case Study

• Case study information covering patient and family concerns around diabetes diagnosis
• The study also includes considerations for supporting the patient and family from a multidisciplinary perspective. Additional family concerns around the patients cognitive function are addressed

Perpetual Case Study cont.

• Questions posed about prior knowledge, priorities for teaching, and various learning domains to determine the necessary interventions.
• Teaching approaches for both patient and family, including domains of learning for the patients in the case study.
• Questions about the needs of each individual in the case study.

Questions

• No information, only the word 'questions'

Explore key aspects of client-centered care and the LEARNS model in nursing. This quiz covers patient education goals, effective teaching methods, and factors that facilitate or hinder learning. Test your knowledge on how to optimize a patient's learning experience and communication.