Patient Education.pdf

Patient Education Week 9 Jemma Cornwall RN BSN MSN Copyright © 2021, Elsevier Inc. All Rights Reserved. Patient Education Chapter 25 2 2 Patient Education Patient education is one of the most important nursing interventions in any healthcare setting. Through education, nurses empower their patients...

Patient Education Week 9 Jemma Cornwall RN BSN MSN Copyright © 2021, Elsevier Inc. All Rights Reserved. Patient Education Chapter 25 2 2 Patient Education Patient education is one of the most important nursing interventions in any healthcare setting. Through education, nurses empower their patients to prevent acute and chronic disease, decrease disability, and improve wellness (Miller and Stoeckel, 2019). 3 3 Patient Education Patient education is a component of the TeachingLearning domain of nursing practice, aimed at enhancing a patient’s quality of life, improving selfcare, reducing hospital admissions, and improving treatment adherence (Flanders, 2018). 4 4 Patient Education Patients have the right to know and be informed about their health risks, diagnoses, prognoses, and available treatments to help them make intelligent, informed decisions about their health and lifestyle. 5 5 Patient Education Part of patient-centered care is to make the appropriate clinical judgments needed to identify patients’ educational needs and then integrate educational approaches that acknowledge patients’ understanding of their own health 6 6 Patient Education A well-designed, comprehensive teaching plan provides a good fit with each patient’s unique learning needs and ultimately changes behaviors to improve patient outcomes. Patient Education Comprehensive patient education includes three important purposes, each involving a separate phase of health care: Health promotion Illness Prevention Health restoration Coping. 7 Copyright © 2021, Elsevier Inc. All Rights Reserved. 8 Standards for Patient Education All state Nurse Practice Acts recognize that patient teaching falls within the scope of nursing practice. The Joint Commission sets standards for patient and family education. Successful accomplishment of standards requires collaboration among health care professionals and enhances patient safety. 8 Copyright © 2021, Elsevier Inc. All Rights Reserved. 9 Purposes of Patient Education Goal: To help individuals, families, or communities achieve optimal levels of health Patient education includes: Maintenance and promotion of health and illness prevention Restoration of health Coping with impaired functioning 9 Copyright © 2021, Elsevier Inc. All Rights Reserved. 10 Teaching and Learning Teaching The concept of imparting knowledge through a series of directed activities. Learning Acquiring new knowledge, skills, and/or attitudes that can be measured Teaching and learning begin when a person identifies a need for knowing or acquiring an ability to do something. 10 Copyright © 2021, Elsevier Inc. All Rights Reserved. 11 Role of the Nurse in Teaching and Learning Nurses are legally responsible for providing education to all patients The Joint Commission’s Speak Up program Helps patients understand their rights when receiving medical care Carefully determine what patients need to know, their preferences, and existing knowledge, and then find the time to educate them when they are ready to learn. 11 12 The Role of the Nurse In Teaching and Learning Your role as a nurse is to teach information that patients and their families need and understand. When you value and provide education, patients are better prepared to assume healthcare responsibilities. Nursing research about patient education strategies supports the positive impact of patient education on patient outcome 12 Copyright © 2021, Elsevier Inc. All Rights Reserved. 13 Teaching as Communication The steps of the teaching process are like those of the communication process. Identify a need for information Establish learning objectives The nurse (the sender) conveys information The patient (the receiver) learns the information Provide feedback Evaluate the success of the teaching plan Copyright © 2021, Elsevier Inc. All Rights Reserved. 14 Domains of Learning Cognitive learning Affective learning Psychomotor learning 15 Cognitive Learning Domain Cognitive learning occurs when an individual gains information to further develop intellectual abilities, mental capacities, understanding, and thinking processes (Bastable, 2019). 15 16 Taxonomy for Cognitive Learning Blooms Taxonomy’s 6 cognitive learning Behaviors include: 1. Remember: Recognizing or recalling knowledge from memory 2. Understand: Construct meaning from different types of messages or activities, such as interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining. 3. Apply: Carrying out or using a procedure through executing or implementing 16 17 Taxonomy for Cognitive Learning Blooms Taxonomy 6 cognitive learning Behaviors include: 4. Analyze: Breaking materials or concepts into parts, then determining how the parts relate to one another how they interrelate, or how the parts relate to an overall structure or purpose 5. Evaluate: Making judgments based on criteria and standards through checking and critiquing 6. Create (formerly Synthesis): Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing 18 Affective Learning Affective learning Affective learning deals with learning how to express feelings and emotions and to develop values, attitudes, and beliefs needed to improve health. 19 Affective Learning The simplest behavior in affective learning is receiving, and the most complex is characterizing. Affective learning includes the following (Wilson, 2021): 1. Receiving: Learner is passive (not engaged) but is alert and willing to receive information. 2 Responding: Requires active participation. This refers to a learner’s active attention to stimuli, verbal and nonverbal responses, and motivation to learn. 3. Valuing: Attaching worth and value to the acquired knowledge (e.g., new coping skills) as demonstrated by the learner’s behavior through acceptance, preference, or commitment. 20 Affective Learning 3. Organizing: Developing a value system. Learner internalizes values and beliefs involving (1) the conceptualization of values and (2) the organization of a value system. 4. Characterizing: The highest level of internalization. Acting and responding with a consistent value system; requires introspection and self-examination of one’s values about an ethical issue or particular experience. 21 Psychomotor learning psychomotor learning involves the development of manual or physical skills, such as learning how to walk or how to type on a computer. 22 Psychomotor Learning Psychomotor learning includes the following: 1. Fundamental: Skills, movements, or behaviors related to walking, running, jumping, pushing, pulling, and manipulating. They are often components for more complex actions. 2. Perception: Skills related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or coordination abilities as they are related to the ability to take in information from the environment and react.. 23 Psychomotor Learning 3. Mechanism: Higher level of behavior in which a person gains confidence and proficiency in performing a skill that is more complex or involves several more steps than a guided response. 4. Complex overt response: Smoothly and accurately performing a motor skill that requires complex movement patterns. 24 Psychomotor Learning 5. Adaptation: Motor skills are well developed, and movements can be modified when unexpected problems occur. 6. Origination: Using existing psychomotor skills to create new movement patterns and perform them as needed in response to a particular situation or problem. 25 Quick Quiz 1 (1 of 2) 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. Copyright © 2021, Elsevier Inc. All Rights Reserved. 25 Copyright © 2021, Elsevier Inc. All Rights Reserved. 26 Quick Quiz 1 (2 of 2) Answer: D. psychomotor learning. Copyright © 2021, Elsevier Inc. All Rights Reserved. 27 Basic Learning Principles (1 of 3) Motivation to learn An internal state that helps arouse, direct, and sustain human behavior Influenced by the belief of the need to know something Motivational interviewing A counseling and educational technique that is focused on patient goals and is goal directed and patient centered Goal: to help the patient resolve his or her ambivalence about adopting new self-care behaviors, develop some momentum, and believe that behavioral change is possible 27 Copyright © 2021, Elsevier Inc. All Rights Reserved. 28 Basic Learning Principles (2 of 3) Motivation to learn Use of theory to enhance motivation and learning Social learning theory Cultural factors ACCESS model Active participation Readiness to learn Attentional set 28 Copyright © 2021, Elsevier Inc. All Rights Reserved. 29 Basic Learning Principles (3 of 3) Ability to learn Developmental capability Learning in children Developmental stage Adult learning Health literacy and learning disabilities Physical capability Learning environment Copyright © 2021, Elsevier Inc. All Rights Reserved. 30 Nursing Process: Assessment (1 of 2) See through the patient’s eyes. Teaching is patient-centered. Assess the patient’s learning needs. Information or skills needed to perform self-care and to understand the implications of a health problem. Patient experiences that influence the need to learn. Information that family caregivers need to support patient needs. 30 Copyright © 2021, Elsevier Inc. All Rights Reserved. 31 Nursing Process: Assessment (2 of 2) Motivation to learn Readiness and ability to learn Teaching environment Resources for learning Health literacy 31 Copyright © 2021, Elsevier Inc. All Rights Reserved. 32 Case Study (1 of 2) Latinka Drusko is a 55-year-old Bosnian immigrant. She is overweight and is concerned about her health. She has come for her yearly physical. Ashley is a 23-year-old nursing student assigned to care for Latinka. During their first visit, Latinka states, “I am interested in getting some information to help me become healthier and lose some weight.” 32 Copyright © 2021, Elsevier Inc. All Rights Reserved. 33 Nursing Diagnosis Nursing diagnoses for patient education Decisional Conflict Lack of Knowledge (Affective, Cognitive, Psychomotor) Impaired Health Maintenance Impaired Ability to Manage Dietary/Exercise Regime Self-Care Deficit 33 Copyright © 2021, Elsevier Inc. All Rights Reserved. 34 Planning Develop a teaching plan Involve patient in selecting learning experiences Learning objectives guide the choice of teaching strategies and approaches with a patient. Goals and outcomes Setting priorities Timing Organizing teaching material Teamwork and collaboration 34 Copyright © 2021, Elsevier Inc. All Rights Reserved. 35 Implementation (1 of 3) Maintaining learning attention and participation Building on existing knowledge Teaching approaches Telling Participating Entrusting Reinforcing 35 Copyright © 2021, Elsevier Inc. All Rights Reserved. 36 Implementation (2 of 3) Incorporating teaching with nursing care Instructional methods Verbal one-on-one discussion Group instruction Preparatory instruction Demonstrations Analogies Role-playing Simulation Copyright © 2021, Elsevier Inc. All Rights Reserved. 37 Implementation (3 of 3) Illiteracy and other disabilities Cultural diversity Using teaching tools Special needs of children and older adults 37 Copyright © 2021, Elsevier Inc. All Rights Reserved. 38 Quick Quiz 2 (1 of 2) 2. During a teaching session, the nurse tells a patient with a recent neck injury that damage to the nerves is comparable to a water hose that has been pinched off. During this teaching session, the nurse is using the process of: A. analogy. B. discovery. C. role playing. D. demonstration. 38 Copyright © 2021, Elsevier Inc. All Rights Reserved. 39 Quick Quiz 2 (2 of 2) Answer: A. analogy. Copyright © 2021, Elsevier Inc. All Rights Reserved. 40 Case Study (2 of 2) Before she meets with Latinka again, Ashley decides to read about the Bosnian culture. Among other things, she learns that Bosnians tend to have strong ties with their families and communities. When they speak again, Ashley asks about Latinka’s community and learns that she is very close to her children and neighbors. 40 Copyright © 2021, Elsevier Inc. All Rights Reserved. 41 Evaluation See through the patient’s eyes. Have the patient’s learning needs been met? If not, revise the plan of care and offer additional instruction or reinforcement Patient outcomes Evaluation Documentation Teach-back 42 End of Lecture Slides Refer to Sherpath: Chapter 25 Patient Education