Pharmacology: Patient Education for Health(Ch 5)

• Chapter 5 focuses on patient education to promote health, utilizing Clayton's Basic Pharmacology for Nurses, 19th edition.
• Lesson 5.1 covers patient education to promote health.

Learning Objectives

• Differentiate among the cognitive, affective, and psychomotor learning domains.
• Identify the main principles of learning when teaching a patient, family, or group.
• Describe the essential elements of patient education related to prescribed medications.
• Describe the nurse's role in fostering patient responsibility for well-being and adherence to therapeutic regimens.
• Identify the types of information to discuss with the patient or significant others.

Three Domains of Learning

• Cognitive domain involves learning and storing knowledge.
• Affective domain involves feelings, needs, values, and opinion.
• Psychomotor domain involves learning new skills.

Principles of Teaching and Learning

• Focus on learning, considering learning styles, and organizing teaching sessions and materials.
• Motivate the patient and determine their readiness to learn.
• Space the information, use repetition, and consider the patient's education level.
• Incorporate cultural and ethnic diversity.
• Teach appropriate use of the Internet, encourage adherence, use relevant content, and communicate goals and expectations.

Learning Focus and Learning Styles

• Repeat information to help master concepts and maintain a quiet and well-lit environment with essential equipment, and encourage active participation to focus the learning.
• Teaching techniques should fit the learner's style.
• Provide varied media such as pamphlets, videos, models, slides, photographs, charts, and computer instruction.

Materials and Motivation

• Objectives and outlines should be used for teaching.
• Allocate time for practice and questioning, and review previously taught content.
• Positive feedback must be provided and needed, and further teaching should be determined through patient outcomes.

Readiness to Learn

• Make the content should be relevant.
• Readiness to learn requires ensuring the patient's basic needs are met first.
• The teaching depends on what the patient already knows and their motivation to learn.
• The material should be staggered within one session.

Adult Education Learning Principles

• Vision, hearing, short- and long-term memory, and fine and gross motor skills should be assessed

Addressing Fear and Anxiety

• Providing information in small increments can help when the ability to focus on details is reduced.
• Allocate time for practice and review.
• Efforts and positive aspects should be praised

Cultural and Ethnic Diversity

• Adapt educational materials to meet cultural considerations.
• Incorporating cultural and ethnic diversity is key.
• Communication is vitally important within any cultural group.
• Healthcare team ascertains the patient's beliefs about illness.

Internet Usage

• Consumers commonly access the internet for healthcare inquiries.
• Internet information quality varies.
• Nurses maintain an educational partnership with patients and caregivers.

Adherence

• Patients have the right to make their own life choices.
• Positive reinforcement helps patients succeed.
• Response and compliance depend on beliefs, perceptions, effects on lifestyle, acceptance/denial of illness, and stress.
• Response and compliance are affected by comprehension, multiple physicians, costs, family support, disease control, side effects, expectations, and physical limitations.

Strategies to Increase Adherence

• Ethnography can be used to observe how patients follow healthcare regimens at home.
• Case management adherence guidelines (version 2. tool) can helps identify those at risk for nonadherence.
• Poor adherence presents challenges to nursing and increases costs unnecessarily.

Relevance of Content

• Learning occurs when the patient perceives information as relevant.
• It’s benificial to start with simple goals to build the patient's confidence.

Therapy Goals and Expectations

• Assistance with exploring options makes it negligable to give up.
• Needs and expectations fluctuate frequently.
• Support and encouragement should be given
• Patients needs assistance with achieving the greatest degree of control possible,
• There should be shared input on goals and outcomes.
• Healthcare providers should be contacted for advice.
• Info should be written so the patient can understand.
• A summary statement of the patient's unmet needs should be available.