‎⁨نسخة Lecture 8⁩.pdf

X INTRODUCTION } } The process of patient teaching refers to the steps you or professional/clinician follow to provide teaching and to measure learning. ‫اﻟطﺑﯾب ﻟﺗوﻓﯾر اﻟﺗدرﯾس وﻗﯾﺎس‬/‫} ﺗﺷﯾر ﻋﻣﻠﯾﺔ ﺗﻌﻠﯾم اﻟﻣرﺿﻰ إﻟﻰ اﻟﺧطوات اﻟﺗﻲ ﺗﺗﺑﻌﮭﺎ أﻧت أو اﻟﻣﮭﻧﻲ‬ .‫اﻟﺗﻌﻠم‬ The steps involved in the teaching-lea...

X INTRODUCTION } } The process of patient teaching refers to the steps you or professional/clinician follow to provide teaching and to measure learning. ‫اﻟطﺑﯾب ﻟﺗوﻓﯾر اﻟﺗدرﯾس وﻗﯾﺎس‬/‫} ﺗﺷﯾر ﻋﻣﻠﯾﺔ ﺗﻌﻠﯾم اﻟﻣرﺿﻰ إﻟﻰ اﻟﺧطوات اﻟﺗﻲ ﺗﺗﺑﻌﮭﺎ أﻧت أو اﻟﻣﮭﻧﻲ‬ .‫اﻟﺗﻌﻠم‬ The steps involved in the teaching-learning process are: e 1. 2. 3. 4. 5. I Assessing learning needs Developing learning objectives Planning and implementing patient teaching Evaluating patient learning Documenting patient teaching and learning IM i É :‫وﺗﺗﻣﺛل اﻟﺧطوات اﻟﺗﻲ ﺗﻧطوي ﻋﻠﯾﮭﺎ ﻋﻣﻠﯾﺔ اﻟﺗﻌﻠﯾم واﻟﺗﻌﻠم ﻓﯾﻣﺎ ﯾﻠﻲ‬ .1 ‫ﺗﻘﯾﯾم اﺣﺗﯾﺎﺟﺎت اﻟﺗﻌﻠم‬ ‫وﺿﻊ أھداف اﻟﺗﻌﻠم‬ ‫ﺗﺧطﯾط وﺗﻧﻔﯾذ ﺗدرﯾس اﻟﻣرﺿﻰ‬ ‫ﺗﻘﯾﯾم ﺗﻌﻠم اﻟﻣرﯾض‬ ‫ﺗوﺛﯾق ﺗﻌﻠﯾم اﻟﻣرﺿﻰ وﺗﻌﻠﻣﮭم‬ .2 O CHARACTERSTICS OF A PATIENT I Self-Management Model } Learning how to manage the physiological and psychological consequences of the health care problem. } Learning how to solve problems and make decisions about health care management. } Learning how to prevent further disease and promote health } Learning how to become a partner with health care professionals. ‫ﻧﻣوذج اﻹدارة اﻟذاﺗﯾﺔ‬ .‫ﺗﻌﻠم ﻛﯾﻔﯾﺔ إدارة اﻟﻌواﻗب اﻟﻔﺳﯾوﻟوﺟﯾﺔ واﻟﻧﻔﺳﯾﺔ ﻟﻣﺷﻛﻠﺔ اﻟرﻋﺎﯾﺔ اﻟﺻﺣﯾﺔ‬ .‫ﺗﻌﻠم ﻛﯾﻔﯾﺔ ﺣل اﻟﻣﺷﺎﻛل واﺗﺧﺎذ اﻟﻘرارات ﺑﺷﺄن إدارة اﻟرﻋﺎﯾﺔ اﻟﺻﺣﯾﺔ‬ ‫ﺗﻌﻠم ﻛﯾﻔﯾﺔ اﻟوﻗﺎﯾﺔ ﻣن اﻟﻣزﯾد ﻣن اﻷﻣراض وﺗﻌزﯾز اﻟﺻﺣﺔ‬ .‫ﺗﻌﻠم ﻛﯾﻔﯾﺔ أن ﺗﺻﺑﺢ ﺷرﯾﻛﺎ ﻣﻊ اﻟﻣﮭﻧﯾﯾن اﻟرﻋﺎﯾﺔ اﻟﺻﺣﯾﺔ‬ } } } } } .3 .4 .5 .6 D ASSESSING LEARNING NEEDS ‫ﺗﻘﯿﯿﻢ اﺣﺘﯿﺎﺟﺎت اﻟﺘﻌﻠﻢ‬ } } First step in the process of patient teaching is assessing the patient’s learning needs, learning style, and readiness to learn. ‫اﻟﺧطوة اﻷوﻟﻰ ﻓﻲ ﻋﻣﻠﯾﺔ ﺗﻌﻠﯾم اﻟﻣرﯾض ھﻲ ﺗﻘﯾﯾم اﺣﺗﯾﺎﺟﺎت اﻟﻣرﯾض ﻣن‬ .‫ واﻻﺳﺗﻌداد ﻟﻠﺗﻌﻠم‬، ‫ وأﺳﻠوب اﻟﺗﻌﻠم‬، ‫اﻟﺗﻌﻠم‬ Assessment includes finding out what patients already know, what they want and need to learn, what they are capable of learning, and what would be the best way to teach them. ‫ وﻣﺎ ﯾرﯾدون وﯾﺗطﻠﺑون‬، ‫} وﯾﺷﻣل اﻟﺗﻘﯾﯾم ﻣﻌرﻓﺔ ﻣﺎ ﯾﻌرﻓﮫ اﻟﻣرﺿﻰ ﺑﺎﻟﻔﻌل‬ .‫ وﻣﺎ ھﻲ أﻓﺿل طرﯾﻘﺔ ﻟﺗﻌﻠﯾﻣﮭم‬، ‫ وﻣﺎ ھم ﻗﺎدرون ﻋﻠﻰ اﻟﺗﻌﻠم‬، ‫ﺗﻌﻠﻣﮫ‬ O ASSESSING LEARNING NEEDS Begin the process by interviewing the patient. First, find out more about the patient as an individual and what his life is like. 2. Second, start assessing the patient’s learning needs. 3. Third, find out what the patient’s learning style is so you can match teaching strategies as closely as possible to the patient’s preferred learning style. 4. Fourth, gather information about the patient’s readiness to learn. .‫ اﻛﺗﺷف اﻟﻣزﯾد ﻋن اﻟﻣرﯾض ﻛﻔرد وﻛﯾف ﺗﺑدو ﺣﯾﺎﺗﮫ‬،ً‫ أوﻻ‬.‫• اﺑدأ اﻟﻌﻣﻠﯾﺔ ﺑﻣﻘﺎﺑﻠﺔ اﻟﻣرﯾض‬ .‫ اﺑدأ ﻓﻲ ﺗﻘﯾﯾم اﺣﺗﯾﺎﺟﺎت اﻟﻣرﯾض اﻟﺗﻌﻠﯾﻣﯾﺔ‬،‫• ﺛﺎﻧﯾًﺎ‬ ‫ ﻣﻌرﻓﺔ ﻣﺎ ھو أﺳﻠوب ﺗﻌﻠم اﻟﻣرﯾض ﺣﺗﻰ ﺗﺗﻣﻛن ﻣن ﻣطﺎﺑﻘﺔ اﺳﺗراﺗﯾﺟﯾﺎت اﻟﺗدرﯾس‬، ‫• ﺛﺎﻟﺛﺎ‬ .‫ﺑﺄﻛﺑر ﻗدر ﻣﻣﻛن ﻣﻊ أﺳﻠوب اﻟﺗﻌﻠم اﻟﻣﻔﺿل ﻟﻠﻣرﯾض‬ .‫ ﺟﻣﻊ ﻣﻌﻠوﻣﺎت ﻋن اﺳﺗﻌداد اﻟﻣرﯾض ﻟﻠﺗﻌﻠم‬، ‫• راﺑﻌﺎ‬ 1. ASSESSING LEARNING NEEDS } } After you’ve talked with the patient, interview the family to fill the missing information. Using checklists and questionnaires to obtain information about learning needs, learning style, and learning readiness. .‫ ﻣﻘﺎﺑﻠﺔ اﻟﻌﺎﺋﻠﺔ ﻟﻣلء اﻟﻣﻌﻠوﻣﺎت اﻟﻣﻔﻘودة‬، ‫ﺑﻌد أن ﺗﺣدﺛت ﻣﻊ اﻟﻣرﯾض‬ ‫اﺳﺗﺧدام اﻟﻘواﺋم اﻟﻣرﺟﻌﯾﺔ واﻻﺳﺗﺑﯾﺎﻧﺎت ﻟﻠﺣﺻول ﻋﻠﻰ ﻣﻌﻠوﻣﺎت ﻋن اﺣﺗﯾﺎﺟﺎت اﻟﺗﻌﻠم وأﺳﻠوب اﻟﺗﻌﻠم‬ .‫واﻻﺳﺗﻌداد ﻟﻠﺗﻌﻠم‬ } } } } } Written materials also help you determine the patient’s literacy level and ability to understand written information. Confer with other health care team members to understand his or her learning needs and abilities. Collaborating with others who care for the patient. ‫ﻛﻣﺎ أن اﻟﻣواد اﻟﻣﻛﺗوﺑﺔ ﺗﺳﺎﻋدك ﻋﻠﻰ ﺗﺣدﯾد ﻣﺳﺗوى اﻹﻟﻣﺎم ﺑﺎﻟﻘراءة واﻟﻛﺗﺎﺑﺔ ﻟدى اﻟﻣرﯾض وﻗدرﺗﮫ ﻋﻠﻰ ﻓﮭم‬ .‫اﻟﻣﻌﻠوﻣﺎت اﻟﻣﻛﺗوﺑﺔ‬ .‫اﻟﺗﺣﺎور ﻣﻊ أﻋﺿﺎء آﺧرﯾن ﻓﻲ ﻓرﯾق اﻟرﻋﺎﯾﺔ اﻟﺻﺣﯾﺔ ﻟﻔﮭم اﺣﺗﯾﺎﺟﺎﺗﮫ وﻗدراﺗﮫ اﻟﺗﻌﻠﯾﻣﯾﺔ‬ .‫اﻟﺗﻌﺎون ﻣﻊ اﻵﺧرﯾن اﻟذﯾن ﯾﮭﺗﻣون ﺑﺎﻟﻣرﯾض‬ 2 } } } DEVELOPING LEARNING OBJECTIVES } } Define the outcomes you and the patient expect from the s teaching-learning process. Learning objectives should be specific, attainable, measurable, and short-term. } For example, for a newly diagnosed diabetic patient, the overall learning goal may be to learn how to maintain blood glucose levels between 70 and 150 mg/dl at all times. are .‫ﺗﺣدﯾد اﻟﻧﺗﺎﺋﺞ اﻟﺗﻲ ﺗﺗوﻗﻌﮭﺎ أﻧت واﻟﻣرﯾض ﻣن ﻋﻣﻠﯾﺔ اﻟﺗﻌﻠﯾم واﻟﺗﻌﻠم‬ .‫وﯾﻧﺑﻐﻲ أن ﺗﻛون أھداف اﻟﺗﻌﻠم ﻣﺣددة وﻗﺎﺑﻠﺔ ﻟﻠﺗﺣﻘﯾق وﻗﺎﺑﻠﺔ ﻟﻠﻘﯾﺎس وﻗﺻﯾرة اﻷﺟل‬ ‫ ﻗد ﯾﻛون اﻟﮭدف اﻟﻌﺎم ﻟﻠﺗﻌﻠم ھو‬، ً ‫ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻣرﯾض اﻟﺳﻛري اﻟذي ﺗم ﺗﺷﺧﯾﺻﮫ ﺣدﯾﺛﺎ‬، ‫ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل‬ .‫دل ﻓﻲ ﺟﻣﯾﻊ اﻷوﻗﺎت‬/‫ ﻣﻎ‬150‫ و‬70 ‫ﺗﻌﻠم ﻛﯾﻔﯾﺔ اﻟﺣﻔﺎظ ﻋﻠﻰ ﻣﺳﺗوﯾﺎت اﻟﺟﻠوﻛوز ﻓﻲ اﻟدم ﺑﯾن‬ } } } 3 PLANNING AND IMPLEMENTING TEACHING } Patient teaching plan should include: 1. 2. 3. 4. 5. What will be taught? When teaching will occur? Where teaching will take place? Who will teach and learn? How teaching will occur? :‫ﯾﺟب أن ﺗﺗﺿﻣن ﺧطﺔ ﺗﻌﻠﯾم اﻟﻣرﯾض ﻣﺎ ﯾﻠﻲ‬ ‫ﻣﺎذا ﺳﯾﺗم ﺗﻌﻠﯾﻣﮫ ؟‬ ‫ﻣﺗﻰ ﺳﯾﺣدث اﻟﺗدرﯾس ؟‬ ‫أﯾن ﺳﯾﺗم اﻟﺗدرﯾس ؟‬ ‫ﻣن ﺳﯾﻌﻠم وﯾﺗﻌﻠم ؟‬ ‫ﻛﯾف ﺳﯾﺣدث اﻟﺗدرﯾس ؟‬ } } } } } } PLANNING AND IMPLEMENTING TEACHING Deciding what will be taught im } Health care provider and patient must decide together. } First differentiate between what the patient “needs to know” what is “nice to know.” CS } and Start with the “need to know” information and let the patient sn select where he or she wants to start. ‫ﺗﻘرﯾر ﻣﺎ ﺳﯾﺗم ﺗدرﯾﺳﮫ‬ .‫وﯾﺟب أن ﯾﻘرر ﻣﻘدم اﻟرﻋﺎﯾﺔ اﻟﺻﺣﯾﺔ واﻟﻣرﯾض ﻣﻌﺎ‬ ."‫أوﻻ ﺗﻔرق ﺑﯾن ﻣﺎ "ﯾﺣﺗﺎج اﻟﻣرﯾض إﻟﻰ ﻣﻌرﻓﺗﮫ" و ﻣﺎ ھو "ﻟطﯾف ﻟﻣﻌرﻓﺗﮫ‬ .‫اﺑدأ ﺑﻣﻌﻠوﻣﺎت "اﻟﺣﺎﺟﺔ ﻟﻣﻌرﻓﺔ" ودع اﻟﻣرﯾض ﯾﺧﺗﺎر ﻣن أﯾن ﯾرﯾد أن ﯾﺑدأ‬ } } } } PLANNING AND IMPLEMENTING TEACHING } Plan when will be taught } Taking the length of hospital stay or number of home health visits available into account. } Let the patient tell you what works for him or her and offer as many options as are realistic. } Does the patient prefer mornings or have more energy in the evening? } Does he or she like short sessions or longer, more in-depth sessions? ‫ﺧطﺔ ﻣﺗﻰ‬ .‫ﻣﻊ ﻣراﻋﺎة ﻣدة اﻹﻗﺎﻣﺔ ﻓﻲ اﻟﻣﺳﺗﺷﻔﯾﺎت أو ﻋدد اﻟزﯾﺎرات اﻟﺻﺣﯾﺔ اﻟﻣﻧزﻟﯾﺔ اﻟﻣﺗﺎﺣﺔ‬ .‫ض اﻟﻌدﯾد ِﻣْن اﻟﺧﯾﺎرات ﻛﻣﺎ واﻗﻌﯾﺔ‬ ُ ‫ض ﯾ ُﺧﺑُرك اﻟذي ﯾَْﻌﻣُل ﻟﺻﺎﻟﺣﮫ أَو ﻟﮭﺎ وﯾَْﻌر‬ َ ‫دْع اﻟﻣرﯾ‬ ‫ھل ﯾﻔﺿل اﻟﻣرﯾض اﻟﺻﺑﺎح أو ﻟدﯾﮫ اﻟﻣزﯾد ﻣن اﻟطﺎﻗﺔ ﻓﻲ اﻟﻣﺳﺎء ؟‬ ‫ھل ﯾﺣب ﻋﻘد ﺟﻠﺳﺎت ﻗﺻﯾرة أو أﻛﺛر ؟‬ } } } } } PLANNING AND IMPLEMENTING TEACHING } Plan when will be taught } As you implement your plan, assess how quickly the patient can learn information. } During teaching sessions, ask about signs of fatigue such as yawning, inability to concentrate, or inattentiveness. } Keep teaching sessions relatively short-generally no more than 30 minutes and possibly as short as five minutes. ‫ﺧطﺔ ﻣﺗﻰ‬ .‫ت‬ َ ‫ ﯾ ُﻘﯾُّم َﻛْم ﺑﺳرﻋﺔ اﻟﻣرﯾض ﯾ ُْﻣِﻛُن أَْن ﯾَﺗﻌﻠَّم اﻟﻣﻌﻠوﻣﺎ‬، ‫ﺑﯾﻧﻣﺎ ﺗ ُﻧﻔّذ ُ ﺧطﺗ ََك‬ .‫ أو ﻋدم اﻻھﺗﻣﺎم‬، ‫ وﻋدم اﻟﻘدرة ﻋﻠﻰ اﻟﺗرﻛﯾز‬، ‫ اﻟﺳؤال ﻋن ﻋﻼﻣﺎت اﻹرھﺎق ﻣﺛل اﻟﺗﺑول‬، ‫ﺧﻼل دورات اﻟﺗدرﯾس‬ .‫ دﻗﯾﻘﺔ ورﺑﻣﺎ أﻗل ﻣن ﺧﻣس دﻗﺎﺋق‬30 ‫ ﻋﻣوﻣﺎ ﻻ أﻛﺛر ﻣن‬- ‫اﻟﺣﻔﺎظ ﻋﻠﻰ دورات اﻟﺗدرﯾس ﻗﺻﯾرة ﻧﺳﺑﯾﺎ‬ } } } } PLANNING AND IMPLEMENTING TEACHING } Plan where will be taught } Considering both comfort and privacy. } If the patient become upset during session, find an empty room. } Whatever setting you use, make sure you try to limit distractions and interruptions. ‫} ﺧطﺔ أﯾن ﺳﯾﺗم ﺗدرﯾﺳﮭﺎ‬ .‫} ﺑﺎﻟﻧظر إﻟﻰ ﻛل ﻣن اﻟراﺣﺔ واﻟﺧﺻوﺻﯾﺔ‬ .‫ ﺗﺟد ﻏرﻓﺔ ﻓﺎرﻏﺔ‬، ‫} إذا ﻛﺎن اﻟﻣرﯾض أﺻﺑﺢ ﻣﻧزﻋﺟﺎ ﺧﻼل اﻟﺟﻠﺳﺔ‬ .‫ ﺗﺄﻛد ﻣن ﻣﺣﺎوﻟﺔ اﻟﺣد ﻣن اﻟﮭﺎء واﻟﻣﻘﺎطﻌﺔ‬، ‫} ﻣﮭﻣﺎ ﻛﻧت وﺿﻊ ﺗﺳﺗﺧدم‬ OTTE