Week 9 Teaching and Learning PDF

Teaching and Learning COMPETENCY  Describe principles of patient-teaching that reflect developmental, ethnic, social, and cultural considerations.  Discuss health promotion, health maintenance, prevention of illness & injury and facilitation of healing.  Define health eq...

Teaching and Learning COMPETENCY  Describe principles of patient-teaching that reflect developmental, ethnic, social, and cultural considerations.  Discuss health promotion, health maintenance, prevention of illness & injury and facilitation of healing.  Define health equity in the care of individuals. UNIT OUTCOMES  Describe the basic principles teaching/learning process.  Identify the purposes of patient education.  Use communication principles when providing patient education.  Discuss the use of teach back to evaluate learning.  Define health equity for the individual. Unit Outcomes  List the general Healthy People public health goals for Americans.  Identify health and wellness promotion, and illness reduction related to;  exercise and physical activity,  sleep,  nutrition,  and alcohol/drug use. CONCEPTS Teaching & Learning: A collaborative process between teacher and learner designed to produce a change in knowledge and behavior. Health Wellness & Illness :A dynamic process on the health continuum of enabling people to maintain and/or improve their health and improve quality of life. Managing Care: Efficient and effective delivery of quality nursing care that maximizes limited human, economic, and physical resources Teaching is powerful  ANA:Identifies teaching as one of the major roles of a professional nurse Purpose of Patient Education Standards for Patient Education  The Joint Commission sets standards for patient and family education.  All state Nurse Practice Acts recognize that patient teaching is within the scope of nursing practice. Major Areas for Patient Education  1. Health promotion  2. Injury and illness prevention  3. Restoration of health  4. Coping with impaired functioning Health Promotion  Exercise  Nutrition  Human growth and development  Stress management  Lifestyle modification  Community resources Illness/Injury Prevention  Health screenings  Blood pressure, blood glucose, PAP tests, mammograms, vision and hearing screens  Specific health measures  Vaccines, use of sunscreen, use of medications  Safety  Seat belts, car seats, walkers, helmets  First aid Restoration of health  anatomy and physiology of body system  medications  nutrition  diagnostic examinations  surgery Coping with Impaired Function home care self-care physical therapy occupational therapy speech therapy prevention of complications environmental alterations grief counseling Joint Commission Regulates hospitals  Encourage patients to ask questions. They have a greater chance of getting the care they need.  Speak up if you have questions or concerns.  Pay attention to the care you get.  Educate yourself about your illness.  Ask a trusted family member or friend to be your advocate.  Know which medicines you take and why.  Participate in all decisions about your treatment. Teaching and Learning  Teaching  System of activities designed to produce learning  Learning A change in human disposition that persists and cannot be solely accounted for by growth Teaching and Learning Teaching is most effective when it responds to the learner’s needs. People learn and retain information if the information is immediately useful. Factors that impact learning  Motivation to learn  Proceed from simple to  complex Readiness  Repetition  Relevance of information  Timing  Active involvement of  Environment the patient  Non-judgmental  Feedback support Teaching is Communication  Closely parallels the communication process  Depends partly on effective interpersonal communication  Establishing trust is important for all patients, especially culturally diverse patients, before starting teaching sessions. Domains of Learning Cognitive Includes all intellectual behaviors and requires thinking - knowledge Affective Deals with expression of feelings and acceptance of attitudes, opinions, or values Psychomotor Involves acquiring skills that require integration of mental and muscular activity. Domains of Learning  Different teaching methods are appropriate for each domain of learning.  Cognitive: discussion (one-on-one or group), lecture, question-and-answer session, role play, discovery, independent project, field experience  Affective: receiving, responding, valuing, organizing, and characterizing  Psychomotor: skills  Check Point 1. A patient newly diagnosed with diabetes needs to learn how to use a glucometer. Use of a glucometer constitutes: A. Affective learning. B. Cognitive learning. C. Motivational learning. D. Psychomotor learning. Basic Learning Principles Motivation to Desire or willingness learn to learn Ability to learn Physical and cognitive abilities, health, illness Development adult/older adult Learning Person able to environment engage in learning. Motivation to Learn Motivation: Personal and affects how much and rate someone will learn An idea, emotion or physical need to cause the person to desire or want to learn Learning Environment Adequate Good light ventilation Supportive Comfortable chair temperature Elevated head of bed Quiet Privacy Teaching Process Apply the nursing process: Assessment Analyze the patient’s needs, motivation, and ability to learn. Nursing Diagnosis Statement specifies the information or skills that the patient requires. Deficient Knowledge or Readiness for Enhanced Knowledge or Noncompliance Plan Identify goals, specific learning objectives/outcomes, plan of what to teach Implement Teach according to the plan. Evaluate Patient learning based on the goal and learning objectives  Teach-back Technique  A way to make sure you—the health care provider— explained information clearly.  Ask a patient (or family member) to explain in their own words what they know or can do by demonstration  Showing understanding through verbal communication  When education with this method, stop periodically to verify understanding, clear up confusion Patient Learning Outcomes Legal Responsibility - Nurse Practice Act Documentation -Required to meet standards of The Joint Commission -Third party reimbursement may be determined by documentation -Document learning needs and outcomes, topics taught, manner of teaching, patient outcomes, patient response, resources provided, need for future teaching Health Equity  Common term  Health equity is broad concept.  Center for Disease Control (CDC): Health Equity  Health Equity is defined as: Efforts to ensure that all people have full and equal access to opportunities that enable them to lead healthy lives. Health Equity  Health disparities are differences in health among groups of people  Can be: social, economic, and environmental factors Health Equity  Can differ by social conditions:  Race  Gender  Socioeconomic variations  Sexual orientation  Immigration status Health Equity influenced by:  Socialdeterminants of health also called social influencers of health Questions?