Chapter 9: Patient Education and Health Promotion PDF

Chapter 9 PATIENT EDUCATION AND HEALTH PROMOTION Purposes of Patient Education Preventing illness or promoting wellness Nurses teach patients about their: ◦ Disease or disorder ◦ Diet and medications ◦ Treatment and self-care *Box 9.1 page 125 Prior to discharge, the patient must be taught how to...

Chapter 9 PATIENT EDUCATION AND HEALTH PROMOTION Purposes of Patient Education Preventing illness or promoting wellness Nurses teach patients about their: ◦ Disease or disorder ◦ Diet and medications ◦ Treatment and self-care *Box 9.1 page 125 Prior to discharge, the patient must be taught how to care for himself at home Patient teaching begins at time of admission Slide 2 Purposes of Patient Education Assessment of learning needs ◦ Prepare a plan, assess learning needs Factors affecting learning ◦ Cultural values, confidence and abilities, readiness to learn Form a teaching plan ◦ Collaborate with other health professionals Slide 3 Modes of Learning Visual learning ◦ Through what they see Auditory learning ◦ Through what they hear Kinesthetic learning ◦ By actually performing a task or handling items Slide 4 Assessment of Learning Needs To prepare a teaching plan, assess patient for: ◦ Knowledge of his disease ◦ Diet (if related to disease or condition) ◦ Activity regimen or limitations ◦ Medications (prescription and OTC) ◦ Self-care at home Prioritize learning needs so you can concentrate on teaching essential knowledge first *See Focused Assessment box page 126 Slide 5 Factors Affecting Learning Assess for factors that might interfere with the patient’s ability to learn ◦ Poor vision or hearing, impaired motor function, illiteracy, and impaired cognition Age may interfere with the strength or dexterity for performing certain tasks Situational Factors: pain, fatigue, being overwhelmed, environment Written materials- 6th grade level Slide 6 Readiness to Learn Assess patient’s readiness to learn Motivation plays a large role in effective learning ◦ Returning to work or home Work with patients to show them the advantages of learning what they need to know Problem Statement: (Nursing Diagnosis) Insufficient Knowledge *See box 9.2 page 126 Slide 7 Cultural Values and Expectations Need to work within patient’s values and cultural system Values and expectations can interfere with patient’s ability to cooperate and learn needed skills for self-care Slide 8 Confidence and Ability Often patients express a lack of self-confidence Teaching may need to be broken down into very small steps Assess what patients already know about the skills they need to learn so that you can build on their current knowledge base Provide encouragement and praise Multiple disciplines may teach a patient (OT, PT, ST) ◦ The nurse reinforces all teaching Children: Use play to teach Older adults: slower pace This Photo by Unknown Author is licensed under CC BY Slide 9 Special Considerations When Teaching Older Adults Provide good lighting Provide printed teaching materials in large type Encourage patient to wear glasses if needed Encourage patient to wear and adjust hearing aids Use short sentences and pause frequently Keep medical terms to a minimum Ask questions at frequent intervals *See Patient Education box page 128 Slide 10 Important points Do not assume patients are literate Assess ability to read and language patient reads in Review all printed materials with patient Assess what patients already know about information or skills to be learned to build on current knowledge base Slide 11 The Patient Education Plan Preparing the teaching plan includes: ◦ Analyzing assessment data ◦ Establishing behavioral objectives ◦ Creating a plan to assist patient in reaching the goals in a timely and effective manner Essential that teaching plan be developed collaboratively, with input from all of the disciplines involved in the patient’s care Behavioral Objective: the desired outcome (should be meaningful to the patient Example:” Patient will preform dressing change using aseptic technique” Slide 12  Resources for Patient Education Books, audiovisual materials, pamphlets, and hands-on equipment Local government agencies often provide printed and online listings of community public service programs Hospital social workers and patient representatives also good sources of information Use reliable sources!! Slide 13 Implementing the Plan Teaching done when visitors, physician rounds, and treatments will not cause interruptions One-on-one or in a group setting Patient should be comfortable Keep teaching session short Involve patient in the process You may need to incorporate teaching into daily care Slide 14  Evaluation Involves obtaining feedback from the patient regarding what was taught Use this feedback to determine whether effective learning has in fact taken place Return Demonstration- have patient show you what they have learned This Photo by Unknown Author is licensed under CC BY Slide 15 Documentation Every staff nurse legally responsible for providing patient education: documentation is essential Patient education flow sheet may be used Nurse’s notes should include: ◦ Specific content taught ◦ Method of teaching used ◦ Evidence of evaluation with specific results Slide 16 Coordination with Discharge Planning Specific learning needs should be discussed with all involved parties, including the patient, and the plan for teaching shared ◦ Primary physician’s office ◦ Home health services ◦ Family or significant others Printed plan must be sent home with the patient Slide 17 Question 1 As a nurse, Rachel knows that teaching a patient is done to assist the prevention of illness or promotion of wellness. All of the following are true regarding patient teaching except: 1) it is a process that begins within 48 hours of admission. 2) the patient must be taught how to care for himself at home before discharge. 3) nurses teach patients what they need to know about their disease or disorder, diet, medications, treatments, and self- care. 4) discharge planning requires looking ahead to what the patient will be facing when returning home. Slide 18 Question 2 Madison is a student nurse who finds it easier to learn by performing a task. This is which type of learning? 1) Visual learning 2) Auditory learning 3) Kinesthetic learning 4) Affective learning Slide 19 Question 3 Henry is a nurse working in a physician’s office setting. If he is teaching a patient to draw up insulin and watches the patient perform this task, he is teaching in which domain? 1) Cognitive domain 2) Affective domain 3) Effective domain 4) Psychomotor domain Slide 20 Question 4 Cara is working in a rural health department. She spends most of her day teaching patients and families. She realizes several factors affect learning. Which one of the following choices affects learning? 1) Cultural values and expectations 2) Confidence and abilities 3) Readiness to learn 4) Environmental factors 5) All of the above Slide 21 Question 5 Holly is working in a geriatric setting. She understands when teaching the elderly she should: 1) keep the TV on and turned up loud so the other patients can hear it. 2) use long sentences and speak rapidly to keep their attention. 3) use medical terms to describe all procedures and information. 4) review the information frequently and check for comprehension. Slide 22