Health Education PDF

​ In 1908, the Division of Child Hygiene was established in NYC. HEALTH EDUCATION Under this organization, public health nurses provided instruction to...

​ In 1908, the Division of Child Hygiene was established in NYC. HEALTH EDUCATION Under this organization, public health nurses provided instruction to mothers of newborns on how to keep LESSON 1: OVERVIEW OF their infants healthy. EDUCATION IN HEALTH ​ The National League of Nursing CARE Education (NLNE) recognized that public health nurses were essential ​ A process aimed at encouraging to the well-being of communities people to want to be healthy, to and the teaching they provide was know how to stay healthy, to do considered "a precursor to modern what they can individually and patient and health education” collectively to maintain health and to seek help when needed. ” (Alma-Ata ​ The third phase in the development declaration, 1978) of organized health care began after World War II, It was a time of HISTORICAL FOUNDATIONS FOR significant scientific PATIENT EDUCATION IN HEALTH CARE accomplishments and profound ​ The emergence of nursing and other change in the delivery of healthcare health professions, technological developments, the emphasis on the ​ The late 1940s through the 1950s is patient-caregiver relationship, the described as a time when patient spread of tuberculosis and other education continued to occur as part communicable diseases, and the of clinical encounters, but often it growing interest in the welfare of was overshadowed by the mothers and children all had an increasingly technological impact on patient education. orientation of health care ​ In nursing, Florence Nightingale ​ The first references in the literature emerged as a resolute advocate of to patient education began to the educational responsibilities of appear in the early 1950s district public health nurses and authored Health Teaching in Towns ​ In 1953, Veterans Administration and Villages, which advocated for hospitals issued a technical bulletin school teaching of health rules and titled Patient Education and the health teaching in the home. Hospital Program ​ Dreeben (2010) describes the first ​ In the 1960s and 1970s, patient four decades of the 20th century as education began to be seen as a the second phase in the specific task in which emphasis was development of organized placed on educating individual healthcare. patients rather than providing general public health education.  that could affect the efficiency of ​ In 1971, two significant events the healthcare system. occured ○​ A publication from the U.S. ​ In the 1980s and 1990s, national Department of Health, health education programs once Education, and Welfare, again became popular as healthcare titled The Need for Patient trends focused on disease Education. prevention and health promotion. ○​ Pres. Richard Nixon issued a message to Congress using ​ In recognition of the importance of the term health education. patient education by nurses, The Joint Commission (TJC) established ​ Nixon later appointed the President's nursing standards for patient Committee on Health Education, education as early as 1993. which recommended that hospitals offer health education to families of ​ These standards, known as patients mandates, describe the type and level of care treatment, and services ​ The American Hospital Association that agencies or organizations must appointed a special committee on provide to receive accreditation. health education. They suggested that it was the responsibility of ​ Required accreditation standards hospitals and other healthcare have provided the impetus for institutions to provide educational nursing service managers to programs for patients emphasize unit-based clinical staff education activities for the ​ Also in the early 1970s, patient improvement of nursing care education was a significant part of interventions to achieve expected the AHA's Statement on a Patient's client outcomes Bill of Rights. This outlines patients' rights to receive current information ​ In the mid-1990s, the Pew Health about their healthcare. Professions Commission (1995), Influenced by the dramatic changes ​ The Bill of Rights promoted surrounding health care, published a additional growth in the concept of broad set of competencies it patient education, which reinforced believed would mark the success of the concept as a "patient right" and the health professions in the 21st it being seen as an obligation and century. legal responsibility of health professionals. ​ The commission released a fourth report as a follow-up on health ​ In addition, patient education was professional practice in the new recognized as a condition of millennium high-quality care and as a factor  ​ The report offered recommendations teaching has been recognized as an pertinent to the scope and training Important role of nurses as of all professional groups, as well as caregivers. a new set of competencies for the 21st century. ​ The focus of nurses' teaching efforts is on the care of the sick and Many of the competencies deal with the promoting the health of the well teaching role of health professionals, public including nurses. These competencies for the practice of health care include the need THE EVOLUTION OF THE TEACHING for all health professionals to do the ROLE OF NURSES following: ​ Florence Nightingale, the founder ​ Embrace a personal ethic of social of modern nursing, was the ultimate responsibility and service educator ​ Provide evidence-based, clinically ○​ Developed the first school of competent care nursing ​ Incorporate the multiple determinants of health in clinical ○​ Devoted a large portion of care her career to teaching ​ Rigorously practice preventive nurses, physicians, and health care health officials about the ​ Improve access to health care for importance of proper those with unmet health needs conditions in hospitals and ​ Practice relationship-centered care homes to improve the health with individuals and families of the people. ​ Provide culturally sensitive care to a diverse society. ○​ Emphasized the importance ​ Use communication and information of teaching patients the need technology effectively and for adequate nutrition, fresh appropriately. air, exercise, and personal ​ Continue to learn and help others hygiene to Improve their learn well-being. THE EVOLUTION OF THE TEACHING ​ By the early 1900s, public health ROLE OF NURSES nurses in the United States clearly ​ Nursing is unique among the health understood the significance of the professions in that patient education role of the nurse as a teacher in has long been considered a major preventing disease and maintaining component of standard care given the health of society by nurses. ​ Since the mid-1800s, when nursing was acknowledged as a unique discipline, the responsibility for ​ As early as 1918, the National cost-effective, safe and high-quality League for Nursing (NLN) observed care the importance of health teaching as a function within the scope of ​ In addition to providing patient nursing practice Two decades later, education, professional nurses are it recognized nurses as agents for responsible for educating their the promotion of health and the colleagues prevention of illness in all settings in which they practiced ​ Another role of today's nurse educator is one of training the ​ By 1950, the NLN had identified trainer that is, preparing nursing course content in nursing school staff through continuing education, curricula to prepare nurses to In-service programs, and staff assume the role development to maintain and improve their clinical skills and ​ The American Nurses Association teaching abilities (ANA, 2015) has for years issued statements on the functions, ​ The demand for educators of standards, and qualifications for nursing students is at an all-time nursing practice, of which patient high teaching is a key element ​ Another very important role of the ​ In addition, the International nurse as an educator is serving as a Council of Nurses (ICN) has long clinical instructor for students in the endorsed the nurse's role as a practice setting patient educator to be an essential component of nursing care delivery ​ Many staff nurses function as clinical preceptors and mentors to ensure ​ All state NURSE PRACTICE ACTS that nursing students meet their (NPAs) include teaching within the expected learning outcomes scope of nursing practice However, evidence indicates that responsibilities Nurses, by legal nurses in clinical and academic mandate of their NPAs, are expected settings feel inadequate as to provide instruction to consumers preceptors and mentors as a result to assist them in maintaining of poor preparation for their role as optimal levels of wellness and teachers. manage illness. ​ This challenge of relating theory ​ Nursing career ladders often learned in the classroom setting to incorporate teaching effectiveness the practice but also to possess as a measure of excellence in knowledge and skills related to the practice By teaching patients and principles of teaching and learning. families as well as fellow staff nurses, nurses can achieve the professional goal of providing Knowing the practice field is not the same a collaborative, team-based as knowing how to teach the field. The role approach to healthcare delivery. of the clinical educator is a dynamic one ​ The goal of education efforts is to that requires the teacher to actively engage improve the quality of care delivered students to become competent and caring by nurses. professionals. ​ Nurses play a key role in improving the nation's health, and lifelong PURPOSES, GOALS, AND BENEFITS OF learning is essential to keep their PATIENT AND NURSING STAFF/STUDENT knowledge and skills current. EDUCATION ​ Nurses are the key to improving ​ The purpose of patient education is health, promoting gender equality, to increase the competence and and supporting economic growth confidence of the clients for (WHO, 2016). self-management ​ The primary goal is to increase the ​ The benefits to nurses in their role as responsibility and independence of educators includes clients for self-care ○​ increased job satisfaction ​ The single most important action of ○​ enhanced patient-nurse nurses as educators is to prepare autonomy patients for self-care ○​ increased accountability in practice BENEFITS OF CLIENT EDUCATION ○​ opportunity to create change ​ Increase consumer satisfaction that really makes a ​ Improve quality of life difference in the lives of ​ Ensure continuity of care others ​ Decrease patient anxiety ​ Effectively reduce the complications ​ The primary aims of nurse of illness and the incidence of educators, then, should be to nourish disease clients, mentor staff, and serve as ​ Promote adherence to treatment teachers, clinical instructors, and plans preceptors for nursing students. ​ Maximize independence in the performance of activities of daily ​ They must value their role in living educating others and make it a ​ Energize and empower consumers to priority for their patients, become actively involved in the colleagues, and future members of planning of care the profession STAFF AND STUDENT EDUCATION ​ Teaching is a sacred and honorable ​ Increase the competence and act, it is imparting knowledge to confidence of nurses to function others and empowering them to no independently in providing care to end and there can be no higher the consumer and to function calling than that of an educator interprofessionally with colleagues in THE EDUCATION PROCESS DEFINED according to an education ​ The education process is a plan systematic, sequential, logical, science-based, planned course of ​ Learning action consisting of two major ○​ a behavior change interdependent operations: teaching (knowledge, attitudes, skills) and learning. that can be observed or measured and that occurs at Nursing Process vs. Education Process any time or in any place Assessment resulting from exposure to ​ Appraise physical and psychosocial environmental stimuli. It is an needs action by which knowledge, ​ Ascertain learning needs, readiness skills, and attitudes are to learn, and learning styles. consciously and unconsciously acquired such Planning that behavior is altered in ​ Develop care plan based on mutual some way. goal setting to meet individual needs ​ Patient education ​ Develop teaching plan based on ○​ a process of assisting people mutually predetermined behavioral in learning health-related outcomes to behaviors that they can incorporate into everyday Implementation life, with the goal of ​ Carry out nursing care interventions achieving optimal health and standard procedures using independence in self-care. ​ Perform the act of teaching methods Friedman (2011) define it as and instructional materials 'any set of planned educational activities, using Evaluation a combination of methods ​ Determine physical and psychosocial (teaching, counseling, and outcomes behavior modification) that ​ Determine behavior changes is designed to improve (outcomes) in knowledge, patients' knowledge and health behaviors DEFINITION OF TERMS ​ Teaching and Learning ○​ deliberate interventions that involve sharing information and experiences to meet intended learner outcomes in the cognitive, affective, and psychomotor domains  ​ Staff education to want to learn and makes it ○​ the process of influencing the possible for them to learn. behavior of nurses by producing changes in their ​ Instead of the teacher teaching, the knowledge, attitudes, and new educational paradigm focuses skills to help them maintain on the learner learning. The teacher and improve their becomes the guide on the side, competencies for the delivery assisting the learner in their effort to of high-quality care to the determine objectives and goals for consumer learning, with both parties being active partners in decision making The ASSURE Model throughout the learning process. ​ A useful paradigm originally developed to assist nurses in QUALITY AND SAFETY EDUCATION IN organizing and carrying out the NURSING education process. This model is appropriate for all health In 2005, the Robert Wood Johnson professional educators Foundation (RWJF) funded a national study, the Quality and Safety Education in Nursing ​ Analyze the learner (OSEN) project, to educate nursing students ​ State the objectives with knowledge, skills, and attitudes to ​ Select the instructional improve patient safety and quality in methods and materials healthcare delivery During phase 1, six (6) ​ Use the instructional competencies were developed methods and materials. ​ Require learner performance 1.​ Patient-centered care. The patient ​ Evaluate the teaching plan has control of and is a full partner in and revise as necessary the provision of holistic, compassionate, and comprehensive The Contemporary Role of the Nurse as care based on the patient's values, Educator needs, and preferences. ​ A nurse needs a great deal of knowledge and skill to carry out the 2.​ Teamwork and collaboration. role of educator with efficiency and Nurses and other health effectiveness, professionals must collaborate effectively with open ​ Although all nurses have always communication, respect, and mutual functioned as givers of Information, decision-making to achieve high they must now assume a new role by quality care acquiring the skills as a facilitator of the learning process. 3.​ Evidence-based practice: Current evidence must be integrated to ​ As a facilitator, the nurse should support clinical expertise in create an environment conducive to providing optimal health care. learning that motivates individuals  4.​ Quality improvement. Measure ​ Negative influence of environment data and monitor patient outcomes (lack of space and privacy noise) to develop changes in methods to ​ Lack of motivation and skill continuously improve the quality and safety in healthcare delivery Factors Affecting the Ability to Learn ​ The following obstacles may 5.​ Informatics: Use information interfere with the learner's ability to technology to effectively attend to and process Information: communicate, manage knowledge. ​ Lack of time (rapid discharge or eliminate error, and support episodic care) collaborative decision-making ​ Stress of Illness ​ Readiness to learn issues 6.​ Safety: Minimize the risk of harm to (motivation and adherence) patients and healthcare providers ​ Complexity fragmentation, and through self- and system evaluation. inconvenience of healthcare system ​ Denial of learning needs BARRIERS TO TEACHING AND ​ Lack of support from health OBSTACLES TO LEARNING professionals or significant others ​ Extent of needed behavior changes ​ Barriers to Teaching ​ Negative influence of the ○​ Factors that impede the environment nurse's ability to deliver ​ Literacy problems educational services. MAJOR ISSUES IN PATIENT EDUCATION ​ Obstacles to Learning STUDIES ○​ Factors that negatively ​ Educational Outcomes affect the ability of learners ​ Educational Interventions to pay attention to and ​ Control of variables process information ​ Development and refinement of the theoretical basis for education Factors Affecting the Ability to Teach -​ The following barriers may interfere with the ability of nurses to carry out their roles as educators: ​ Lack of time to teach ​ Low priority status of client education ​ Lack of confidence and competence ​ Questionable effectiveness of client education ​ Documentation difficulties ​ Absence of third-party reimbursement LESSON 2: ETHICAL, individual patient responsibility when encouraging and supporting LEGAL, AND ECONOMIC self-management behaviors, but the ethical principle of the patient's right FOUNDATION OF THE to self determination may clash with EDUCATIONAL PROCESS professional values that promote health and help achieve medical ​ To provide the ethical, legal, and outcomes. economic foundations that are essential to carrying out patient ​ Legal rights and duties, in contrast, education Initiatives, on the one refer to rules governing behavior or hand, and the rights and conduct that are enforceable by law responsibilities of the healthcare under threat of punishment or provider, on the other hand. penalty, such as fine, Imprisonment, or both A DIFFERENTIATED VIEW OF ETHICS, MORALITY, AND THE LAW ​ The intricate relationship between ethics and the law explains why ​ ETHICS refers to the guiding ethics terminology, such as principles of behavior, and ETHICAL Informed consent confidentiality, refers to norms or standards of nonmaleficence, and justice, can be behavior accepted by the society to found within the language of the which a person belongs. legal system ​ Although the terms moral and ​ In keeping with this practice, nurses morality are generally used may cite professional commitment interchangeably with the terms or moral obligation to justify the ethics and ethical, nurses can education of clients as one differentiate between the notion of dimension of their role moral rights and duties. ​ By law, the teaching role of nurses is ​ Moral values refer to an internal legally mandated in the rules and belief system (what one believes to standards of the Nurse Practice Act be right) This value system, defined and the State Board of Nursing that as morality, is expressed externally exist in the specific state where the through a person's behaviors, nurse resides, is licensed, and is employed. ​ Ethical dilemmas are a "specific type of moral conflict in which two or ​ Practice acts are documents that more ethical principles apply but define a profession, describe that support mutually inconsistent profession's scope of practice, and courses of action provide guidelines for state profession via licensure or ​ An example is that the nurse must certification, and disciplinary actions respect patient autonomy and that can be taken when necessary  ​ Practice acts were developed to since been revised and updated protect the public from unqualified several times (1976, 1985, 2001, 2015) practitioners and to protect those ​ The latest code of ethics represents with professional titles, such as an articulation of nine provisions for registered nurse (RN), occupational professional values and moral therapist (OT), respiratory therapist obligations with respect to the (RT), and physical therapist (PT) nurse-patient relationship and with respect to the profession and its ​ A model practice act serves as a mission. template for individual states to ​ These provisions provide guidance follow, with the goal being to to nurses in making ethical decisions minimize variability of professional throughout their practice practice from state to state within a profession ​ American Hospital Association (AHA) created a document in 1973 titled A ​ A professional practice act is not Patient's Bill of Rights, which was only legally binding but also revised in 1992 protected by the police authority of ​ The document listed 12 expectations the state in the interest of protecting that patients should have about the public their health care such as communication with the healthcare EVOLUTION OF ETHICAL AND LEGAL team treatment, medical records, PRINCIPLES IN HEALTHCARE privacy, and confidentiality ​ In 2003, the AHA replaced its ​ Philosophical and religious domains original patient's bill of rights with ​ Informed consent - a basic tenet of The Patient Care Partnership, the ethical practice of healthcare which condensed these rights and established in courts as early as 1914 responsibilities into 6 expectations by Justice Benjamin Cardozo written in multiple languages and ​ World War II easy-to-understand terms. ​ Institutional Review Board (Irb) - its primary function is to safeguard ​ In 2010, with the enactment of the all human study subjects Affordable Care Act, a new version ​ American Medical Association of the patient's bill of rights was (AMA) published its Code of Medical passed to provide dependents and Ethics in 1847 Summarized as the people with preexisting conditions Principles of Medical Ethics in 1903 the right to be protected by health and later revised into its 6th edition insurance. (2016) ​ American Nurses Association (ANA) developed and adopted an ethical code for professional practice, titled the Code of Ethics for Nurses With Interpretative Statements that has APPLICATION OF ETHICAL PRINCIPLES ​ Any healthcare facility that receives TO PATIENT EDUCATION Medicare and/or Medicaid funds must comply with the PSDA. ​ Various theories and traditions frame a health professional's ​ The PSDA requires that either at the understanding of the ethical time of hospital admission or before dimensions in the healthcare setting. the initiation of care or treatment in ​ In considering the ethical and legal a community health setting responsibilities inherent in the ○​ every individual receiving process of patient education, nurses health care be informed in and nursing students can turn to a writing of the right under the framework of six major ethical state of law to make principles including the so-called decisions about his or her "big four" principles initially health care, including the proposed by Beauchamp and right to refuse medical and Childress (1977)- that are specified in surgical care and the right to the ANA's Code of Ethics (2015) and Initiate advance directives in similar ethics and patient rights ​ It is the nurse's responsibility to documents promulgated by other ensure informed decision-making by healthcare organizations as well as patients. This includes, but is the federal government certainly not limited to. witnessing the signing of an informed consent AUTONOMY form after verifying that the patient understands the procedure for which ​ The term autonomy is derived from they are giving permission and other the Greek words auto ("self") and advance directives. nomos ("law") and refers to the right of self-determination ​ Evidence of such instruction must appear in the patient's record, which ​ Laws have been enacted to protect is the legal document validating that the patient's right to make choices informed consent took place independently ​ Another example of autonomy is the development and use of patient ​ Federal mandates, such as those decision-aid interventions that are dealing with informed consent, must designed to assist patients in be evident in every application for making informed treatment choices federal funding to support biomedical research. ​ These patient decision aids (printed materials, videos, and interactive ​ The Patient Self-Determination Act web-based tutorials) provide (PSDA) is a clear example of the patients with information about principle of autonomy enacted into specific health issues, diagnoses, law treatment risks and benefits, and questionnaires to determine whether they need more information  3.​ Comprehension, which speaks to VERACITY the individual's ability to understand ​ Veracity, or truth-telling, is closely or to grasp intellectually the linked to informed decision making information being provided A child, and informed consent for example, may not yet be of the age to understand any ramifications ​ The landmark decision by Justice of medical treatment and must, Benjamin Cardozo (1914) Identified therefore, depend on parents or an individual's fundamental right to guardians to make a decision that make decisions about their own will be in the child's best interest As body This ruling provides a basis in another example, all options must be law for patient education or expressed in a language the patient instruction regarding invasive can understand and in lay terms for medical procedures. informed consent to be adequately provided ​ If an ethical dilemma arises, an institutional ethics committee also 4.​ Voluntariness, which indicates that could be helpful in resolving ethical the patient can make a decision conflicts that arise with differences without coercion or force from between professional values and the others values of the organization in which nurses and physicians work. ​ Although all four of these elements might be satisfied, the patient may ​ Cisar and Bell (1995) offer the still choose to reject the regimen of following explanation of the four care suggested by healthcare elements making up the notion of providers. This decision could be informed consent that are such vital based on the cost of a treatment, or aspects of patient education and it might reflect certain personal or that are still pertinent today religious beliefs ​ Whatever the underlying motivation, 1.​ Competence, which refers to the it must be recognized by all capacity of the patient to make a concerned that competent, informed reasonable decision patients cannot be forced to accept treatment if they are aware of the 2.​ Disclosure of information, which alternatives as well as the requires that sufficient information consequences of any decisions regarding risks and alternative ​ Another dimension of the legality of treatments - including no treatment truth-telling relates to the role of the at all be provided to the patient to nurse as an expert witness. enable them to make a rational Professional nurses who are decision recognized for their skill or expertise in a specific area of nursing practice may be called on to testify in court on behalf of either the plaintiff or the defendant  reluctant to openly share problems ​ The role of the nurse as an expert with them or even seek medical care witness, on either side, is to assess at all. the care delivered in the case and offer an opinion on whether or not ​ A distinction must be made between the care met the level of care the terms anonymous and accepted as standard confidential ​ in contemporary biomedical ethics, ​ Information is anonymous when, for Zolkefli (2018) examines the value in example, researchers are unable to healthcare settings of truth-telling, a link any subject's identity to the highly regarded quality of health medical record of that person. professionals Information is confidential when identifying materials that appear on ​ Truth-telling ensures patient the subject's records but can be autonomy, patient empowerment, accessed only by researchers and the ability of patients to make informed decisions for the benefit of ​ Only under special circumstances their overall health. may confidentiality be ethically broken, such as when a patient has ​ However, Zolkefil raises important been the victim or subject of a crime issues about giving too much to which the nurse or doctor is a truthful information, which may be witness overwhelming and unduly stressful for some patients and may take ​ Other exceptions to confidentiality away hope which is an essential occur when nurses or other health psychological need of patients to professionals suspect or are aware carry on with their lives of child or elder abuse. narcotic use, legally reportable communicable CONFIDENTIALITY diseases, gunshot or knife wounds, ​ Confidentiality refers to personal or the threat of violence toward information that is entrusted and someone. To protect others from protected as privileged information bodily harm, health professionals are via a social contract, healthcare legally permitted to breach standard or code, or legal covenant confidentiality ​ When this information is acquired in NONMALEFICENCE a professional capacity from a ​ ("Do no harm"): Nurses must avoid patient, healthcare providers may negligence and malpractice, which not disclose it without the consent of arise from failing to follow care that patient standards, communicate, or document. Policies protect both ​ If sensitive information were to be patients and nurses. unprotected, patients would lose trust in their providers and would be  ​ The following are the common ○​ To each, according to merit causes of malpractice claims ○​ To each, according to the specifically against nurses: ability to pay ○​ Failure to follow standards of care ​ Great care must be taken to ensure ○​ Failure to use equipment in a that the education justly due to the responsible manner patient will be addressed ○​ Failure to communicate post-discharge, either in the ○​ Failure to document ambulatory care setting, at home, or ○​ Failure to assess and monitor in the physician’s office. ○​ Failure to act as a patient’s advocate FINANCIAL TERMINOLOGIES ○​ Failure to delegate tasks ​ Direct Costs properly ○​ Tangible and predictable expenses, mainly from ​ The concept of duty is closely tied to personnel salaries, benefits, the concepts of negligence and and equipment. Nurses' malpractice. Nurses’ duties are salaries usually account for spelled out in job descriptions at 50% or more of a healthcare their places of employment. facility's budget. These costs may be fixed (e.g., nurse BENEFICENCE salaries) or variable (e.g., ​ ("Doing good"): Nurses act in supplies that change with patients' best interests, such as service volume). providing necessary education and care. However, ethical dilemmas can ​ Indirect Costs arise when professional risks (e.g., ○​ Costs not directly related to COVID-19) conflict with patient care. service delivery, but shared across departments, like JUSTICE hidden costs. For example, ​ Healthcare must distribute resources low productivity may lead to fairly. Ethics guide decision-making turnover, increasing on allocation, ensuring equal recruitment costs. treatment or justifiable differences based on need, contribution, or ​ Cost Savings ability to pay ○​ Achieved by reducing patient stay lengths, complications, ​ Decision-making for the fair or using less expensive distribution of resources includes the services. following criteria: ○​ To each, an equal share ○​ To each, according to need ○​ To each, according to effort ○​ To each, according to contribution ​ Cost Benefit ○​ Resulting from increased patient satisfaction, particularly with educational programs (e.g., childbirth classes, stress reduction). ​ Cost Recovery ○​ When a patient or insurer pays for educational services. Hospitals may offer free health education programs to recoup costs and generate revenue through expanded community access. LESSON 3: APPLYING ○​ Principle: Learning through environmental manipulation. LEARNING THEORIES TO ​ Cognitive Learning Theory: HEALTHCARE PRACTICE ○​ Focus: Individual’s thought Educational Psychology Terms processes (perception, ​ Definition: A science that gathers memory, processing). evidence to test learning theories. ○​ Active Process: Involves ​ Learning Theories: Frameworks that interpreting, reorganizing, explain or predict how people learn. and creating new insights. ​ Psychological Learning Theories: ○​ Learning without Rewards: Help in understanding human Motivation comes from thought, emotions, and social personal goals and interactions. expectations, not external ​ Motor Learning: Focuses on rewards. acquiring or relearning physical ○​ Metacognition: skills, important for nursing practice. Understanding how one learns aids in transferring ​ Influenced by neurophysiology knowledge. (movement) and psychology (high-level skills). ​ Psychodynamic Learning Theory: ​ Includes behavioral theory, ○​ Focus: Motivation driven by cybernetics, and information emotions, both conscious and processing. unconscious. ○​ Impact: Childhood Application to Nursing: experiences and inner ​ Motor Control and Learning: Help conflicts shape adult nurses teach patients to acquire or behavior. regain skills ○​ Application in Healthcare: Useful for understanding Psychological Learning Theories emotional impacts on ​ Behaviorist Learning Theory: learning and behavior. ○​ Focus: Observable behavior ○​ Key Idea: Behavior may (Stimulus + Response). stem from unconscious ○​ Application in Nursing: forces, with motivation tied Useful for patient care when to instincts (eros & thanatos). patients are not mentally engaged. ○​ Skills & Habit Formation: Helps with learning skills, breaking bad habits, and correcting faulty learning (e.g., pet training).  ​ Humanistic Learning Theory: ○​ Focus: Each individual’s unique growth and potential. ○​ Positive Growth: Influenced by self-concept, curiosity, and respect for individuality. ○​ Application in Nursing: Aligns with patient-centered care, promoting emotional and social growth. ○​ Transfer of Learning: Enhanced by freedom of choice and open, supportive environments. Ego Defense Mechanisms ​ Denial: Refusing to acknowledge a threat. ​ Rationalization: Explaining away the threat. ​ Displacement: Redirecting anger to others instead of the source. ​ Repression: Keeping undesirable thoughts/feelings out of conscious awareness. ​ Regression: Reverting to earlier, less mature behavior when facing a threat. ​ Intellectualization: Responding to a threat in an unemotional, detached way. ​ Projection: Attributing one’s own negative traits to others. ​ Reaction Formation: Acting the opposite of what is truly felt. ​ Sublimation: Transforming negative feelings into socially acceptable behavior. ​ Compensation: Overachieving in one area to make up for weaknesses elsewhere.