Health Education part 1 - Tagged.pdf

 teaching, learning and teaching De3ne process. Objectiv es Discuss the purposes of client HE- educa6on. Part-1 Describe the three learning domains.  the learning theories of...

 teaching, learning and teaching De3ne process. Objectiv es Discuss the purposes of client HE- educa6on. Part-1 Describe the three learning domains.  the learning theories of Discuss behaviorism, cognitivism, and humanism. Objectiv Discuss how nurses can use the learning theories. es Cont’d Discuss the factors affecting learning. Discuss barriers to learning.  the nursing process for effective Apply teaching. Objectiv Explain the guidelines for effective teaching. es Cont’d Discuss the teaching strategies. Discuss the special teaching strategies.  Outline the common audio-visual aids. Objectiv es a teaching package for an assigned Prepare topic Cont’d a group presenta5on of the Conduct assigned topic  Introduc)on Teaching and instruc)on—terms that are o+en used interchangeably are deliberate interven6ons that involve sharing informa6on and experiences to meet intended learner outcomes in the cogni6ve, a;ec6ve, and psychomotor domains according to an educa6on plan. Teaching is a system of ac6vi6es intended to produce learning.  Teaching Process The teaching process is inten/onally designed to produce speci4c learning. The teaching – learning process involves dynamic interac/on between teacher and learner. Each par/cipant in the process communicates informa/on, emo/ons, percep/ons, and a>tudes to the other. The teaching and learning process are much alike. Importance of Education in Nursing Practice The purpose of pa,ent educa,on is to increase the competence and con3dence of clients in self-management. The primary goal is to increase the responsibility and independence of clients for self-care. This can be achieved by suppor,ng pa,ents through the transi,on from being dependent on others to being self- su;cient in managing their own care and from being passive listeners to ac,ve learners. An interac,ve, partnership educa,on approach provides clients with opportuni,es to explore and expand their self-care abili,es.  Types of Educa.on in Nursing Prac.ce Pa#ent educa#on is a process of assis+ng people to learn health-related behaviors that they can incorporate into everyday life to achieve op+mal health and independence in self-care. Friedman, Cosby, Boyko, Ha>on-Bauer, and Turnbull (2011) speciFcally deFne it as “any set of planned educa+onal ac+vi+es, using a combina+on of methods (teaching, counseling, and behavior modiFca+on), that is designed to improve pa+ents’ knowledge and health behaviors”. Types of Educa.on in Nursing Prac.ce Sta$ educa*on, by contrast, is the process of in1uencing the behavior of nurses by producing changes in their knowledge, a9tudes, and skills to help them maintain and improve their competencies for delivering high-quality care to the consumer. Principles of e-ec.ve teaching Another way of looking at the elements of good teaching is through the framework of what is generally known as the Seven Principles. 1987 Chickering and Gamson proposed the Seven Principles of Good PracAce in Undergraduate EducaAon. 1. Encourage teacher-learner contact. 2. Encourage cooperaAon among students. 3. Encourage acAve learning. 4. Give prompt feedback. 5. Emphasize Ame on task. 6. Communicate high expectaAons. 7. Respect diverse talents and ways of learning.  Increase clients’ sa%sfac%on. E"ec%ve Improve the quality of life. teaching by the Ensure con%nuity of care. nurse can do Decrease pa%ent anxiety. the following: E"ec%vely reduce the complica%ons of illness and the incidence of disease. Promote adherence to treatment plans. Maximize independence in the performance of ac%vi%es of daily living. Energize and empower consumers to become ac%vely involved in the planning of their care. Areas of It is mul)faceted: client Promo)ng such as hygiene, nutri)on, ….. educatio Protec)ng such as screening, safety, risk n factors …. Maintaining such as self care, treatment…  Learning is defined as a relatively permanent change in mental processing, emotional functioning, skill, and behavior as a result of exposure to different experiences. It is the lifelong, dynamic process by which individuals acquire new knowledge or skills and alter their thoughts, feelings, attitudes, and actions. Andragogy is the art and science of teaching adults, in contrast to pedagogy, the discipline concerned with helping children learn. Geragogy is the term used to describe the process involved in helping older adults learn (Kimball et al., 2010). An individual's developmental stage influences the learning abilities of children, adults, and older adults.  Compliance An important aspect of learning is the individual’s desire to learn and to act on the learning, referred to as compliance. Extent to which a person’s behavior coincides with medical or health advice. Adherence, which is the degree to which clients follow the agreed-on recommenda=ons of healthcare providers. Learning Domains Bloom (1956) iden01ed three domains or areas of learning: cogni0ve, a=ec0ve, and psychomotor. The cogni0ve domain, the “thinking” domain, includes six intellectual abili0es and thinking processes. Beginning with knowing, comprehending, and applying it to analysis, synthesis, and evalua0on. The a=ec0ve domain, known as the “feeling” domain, deals with personal issues such as “aItudes, beliefs, behaviors, and emo0ons”. The psychomotor domain, the “skill” domain, includes 1ne and gross motor abili0es such as giving an injec0on.  Behaviorism Learnin g Theorie Cogni.vism s Humanism  Response when it can be traced to the e1ects of a s3mulus. Observe responses and then manipulate the environment to bring about the intended change. Behaviori Posi3ve reinforcement (e.g., a pleasant sm experience such as praise and encouragement) in fostering the repe33on of an ac3on. Theory Imita3on, the process by which individuals copy or reproduce what they have observed. Modeling, the process by which an individual learns by observing the behavior of others.  Nurses applying behavioris2c theory will: Provide su9cient prac2ce 2me including demonstra2on and return demonstra2on. Behavior Provide opportuni2es for learner to solve problem by trial and error. ism Select teaching strategies that avoid distrac2ng informa2on and that evoke the Theory desired response. Praise the learner for correct behavior Cont’d and provide posi2ve feedback at intervals throughout the learning experience. Provide role models of desired behavior.  New knowledge is built on previous informa6on, and learners ac6vely par6cipate in the learning process. Cognitiv Emphasize the importance of the social, ism emo6onal, and physical contexts in which learning occurs, such as the teacher–learner Theory rela6onship and the environment. Developmental readiness and individual readiness (i.e., mo6va6on) are other key factors associated with cogni6ve approaches  Nurses applying cogni0ve theory will: Provide social, emo0onal and physical environment conducive to an ac0ve Cognitiv learning process. Encourage posi0ve teacher -learner ism rela0onship. Select mul0sensory teaching strategies Theory because percep0on is in?uenced by the senses. Cont’d Recognize that personal characteris0cs have an impact on how cues are perceived and develop appropriate teaching approaches to target diBerent learning styles.  Nurses applying cogni0ve theory will: Assess a learner’s developmental and personal Cognitiv readiness to learn and adapt teaching strategies to the learner’s developmental level. Select behavioral objec0ves and teaching strategy that ism encompass cogni0ve, a?ec0ve and psychomotor domains. Theory Cont’d  Cogni&ve and a,ec&ve quali&es of the learner. Learning is believed to be self-mo&vated, self- Humani ini&ated, and self-evaluated. Everyone is viewed as unique. sm Learning focuses on self-development and achieving full poten&al; it is best when it is relevant to the learner. Theory Autonomy and self-determina&on are important; the learner iden&Bes the learning needs and takes the ini&a&ve to meet these needs. The learner is an ac&ve par&cipant and takes responsibility for mee&ng individual learning needs.  Nurses applying humanis0c theory will: Humani Communicate empathy in the sm nurse–client rela0onship. Encourage the learner to establish Theory goals and promote self-directed learning. Cont’d Encourage ac0ve learning by serving as a facilitator, mentor, or resource for the learner.  Nurses applying humanis0c theory will: Humani Use ac0ve learning strategies to sm assist the client’s adop0on of new behavior. Theory Expose the learner to new, relevant informa0on and ask appropriate Cont’d ques0ons to encourage the learner to seek answers, learn from any mistakes, and not be threatened by external factors.  Factors A*ecting Learning Age and development Repe//on Mo/va/on Timing Readiness Environment Ac/ve Involvement Emo/ons Relevance Physiological Events Feedback Cultural Aspects Nonjudgmental Support Psychomotor ability Simple to Complex Age and Developmental Stage The nurse needs to consider the age and developmental stage of the learner because they in7uence the client ability to learn. Three major factors that in7uence a client’s learning needs across the lifespan are biological characteris;cs, developmental tasks, and psychosocial stages Motivation The desire to learn. It in0uences how quickly and how much an individual learns. It is greatest when a person recognizes a need and believes the need will be met through learning. The need must be experienced by the client. Some?mes client and support person need help iden?fying informa?on relevant to their situa?on. Motivation For instance, clients with heart disease may need to know the e4ects of smoking before they recognize the need to stop smoking. Adolescents may need to know the consequences of an untreated sexually transmi?ed infec@on before they see the need for treatment.  Readiness Demonstra*on of behaviors that re1ect the learner’s mo*va*on to learn at a speci6c *me. Readiness re1ects not only the desire to learn but also the ability to learn at a speci6c *me. For example, a client may want to learn self-care during a dressing change, but if the client experiences pain or discomfort, the client may not be able to learn. The nurse can provide pain medica*on to make the client more comfortable and more able to learn. The nurse’s role is oDen to encourage the development of readiness.  Active Involvement Learning becomes meaningful, if the client is ac4vely involved in the process of learning. Learning is faster and reten4on is be:er if the learner par4cipates in planning and discussion. Ac4ve learning promotes cri4cal thinking and enables learner to solve problem e=ec4vely. Ac#ve Involvement For example, clients who are ac3vely involved in learning about their therapeu3c diets may be more able to apply the principles being taught to their cultural food preferences and their usual ea3ng habits. Passive learning, such as listening to a lecture or watching a =lm, does not foster op3mal learning.  Relevance The knowledge and skill to be learned must be personally relevant to the client. Clients learn more easily if they can connect the new knowledge to that which they already know or have experienced.  For example, if a client is diagnosed with hypertension, is overweight, and has symptoms of headaches and fa8gue, he is more likely to understand the need to lose weight if he remembers having more energy when he weighed less. The nurse needs to validate the relevance of learning with the client throughout the learning process.  Feedback Informa(on rela(ng a person’s performance to a desired goal. Has to be meaningful to the learner. Feedback accompanying psychomotor skills helps the person to learn those skills. Posi(ve feedback: support of desired behavior through praise, posi(vely worded correc(ons, sugges(ons of alterna(ve methods. Nega(ve feedback: anger, sarcasm. Nonjudgmental Support Individuals learn best when they believe they are accepted and not judged. Learners gain self-con;dence in their ability to learn if they accomplish a task or understand a concept. This reduces their anxiety about failure and can mo@vate great learning.  Simple to Complex Learning Learning is facilitated by material that proceeds from simple to complex. Logical organiza8on enables the learner to comprehend new informa8on, assimilate it with previous learning and form new understanding. However, what is simple for one client may be complex for another. Repetiti on Repe$$on of key concepts and facts helps reten$on of newly learned material. Prac$ce of psychomotor skills with feedback improves performance of skills. Timing When the 'me between learning and ac've use of learning is short, informa'on and psychomotor skills are retained best. When the 'me interval is longer, learning is forgoces. Di@ering values held by the client and the health team can also a@ect learning. Psychomotor Ability The following physical abili2es are important for learning psychomotor skills: Muscle strength Motor coordina2on Energy Sensory acuity Psychomotor Ability Cont’d Muscle strength An older client who cannot rise from a chair because of insu6cient leg and muscle strength cannot be expected to learn to li9 herself out of a bathtub. Psychomotor Ability Cont’d Motor coordina+on. Gross motor coordina+on is required for movements such as walking, and ;ne motor coordina+on is needed when using utensils, such as a fork for ea+ng. a client who has advanced amyotrophic lateral sclerosis (ALS) involving the lower limbs will probably be unable to use a walker Psychomotor Ability Cont’d Energy Energy is required for most psychomotor skills, and learning these skills uses more energy. Older adults and clients who are ill o;en have limited energy resources; learning and carrying out these skills must be ?med for when the client’s energy sources are at their peak. Psychomotor Ability Cont’d Sensory acuity Sight is used for most learning (i.e., walking with crutches, changing a dressing, drawing a medica9on into a syringe). Clients who have a visual impairment o>en need the assistance of a support person to carry out such tasks.  Barriers to Learning Acute illness Client requires all resources and Defer teaching un9l client is less energy to cope with illness. ill. Pain Pain decreases ability to Conduct pain assessment before concentrate teaching. Prognosis Client can be preoccupied with Defer teaching to a be=er 9me. illness and unable to concentrate on new informa9on  Barriers to Learning Cont’d Biorhythms Mental and physical Adapt 7me of teaching to suit performances have a circadian client. rhythm. Emo7on (e.g., anxiety, Emo7ons require energy and Deal with emo7ons and possible denial, depression, grief) distract from learning. misinforma7on Crst. Language Client may not be Fuent in the Obtain services of an interpreter nurse’s language. or nurse with appropriate language skills  Barriers to Learning Cont’d Age Vision, hearing, and motor Consider sensory and motor Older adults control can be impaired in de=cits, and adapt teaching Children older adults plan Children have a shorter Plan shorter and more ac:ve a9en:on span and vocabulary learning episodes.as needed. di