Teaching-learning process

Sharon Buckley

1/10/00

Identify these things…

Top priority of stuff to teach.

What is it that you are teaching?

Choices in style of teaching.

The delivery of the style of teaching.

Health promotions

What complications?

Identify the complications?

What types of diseases?

Primary prevention (flu shot)

Goal is to stop it before it begins

Secondary prevention

Goal is to identify disease process (get a handle on it)

Limit the amount of disability the patients has

Tertiary prevention

Goal is rehabilitation

What can we do to restore health or best quality of health

Risk factors to illness

Dietary indiscretion

Going beyond what is reasonable

Fatigue

Immersed in life

Pollution

Food, water, land, gasoline

Sedentary life style

Need to move around

Read 10 tips for protecting immune system

Smoking

Smoking cessation classes

Does individual really want to stop?

Poor

Money creates difficulties with maintaining higher health status.

Stress

Depresses the immune system

Substance abuse

Self explanatory

Unsafe sex

Can lead to further diseases or even death

We are each responsible for choices we make for our patients and us.

Motivating patients

Nurses are in key positions to help patients make decisions and change behaviors; and help patients cope with permanent health alterations.

We should familiarize ourselves with the…

Most current information to the patients disease process

Best information that is available and the resources where you found them i.e.… Internet, journals, handouts.

To be effective you have to be able to determine…

-What they need to know

-Have resources available

-Know where they are education wise

-Identify the readiness of the patient to learn and be educated about their changes as a result of disease or trauma.

-If they are in stages of denial

Domains of learning

Cognitive = intellectual, share with patient, also includes all intellectual behaviors.

Signs or symptoms of infection, prevention of infection

Affective = feelings or attitudes:

Ability to see their wounds, are they ready to cope with the reality of the injury or scar?

Psychomotor = skills:

Are they able to help with dressing changes, hands on the wound, dexterity ability?

Learning needs?

Know the answers if you can because:

Patients asks questions

Family asks questions

With respect to teaching you should familiarize or observe the patient for?

Any difficulty in recognition of language barrier

Any visual or sensory deficit to be aware of

Dexterity of limbs or ability to be mobile

Patients level of understanding their disease process

Patient’s past experiences with similar process/surgery or disease.

The patient’s family needs:

Is patient a caretaker for other family members

Is there someone in the home to take care of patient

Long/short term facility if unable to meet SCR in home

Motivation to learn

Assess:

Body, Temperature, electrolytes, oxygen saturation, blood glucose levels, strength, coordination, sensory deficits, literacy, developmental level, cognitive function, memory, judgment.

Memory problems

Reinforcement of information to patient

Consider skilled nursing facility or memory care if patient has no family or household support.

Look at page 270 (not on test)

Developing learning objectives

First step of teaching plan

Identifies expected outcome

Must be able to do needed expectations related to disease

Establishes priorities

What do they have to go home with to stay safe and healthy before next office visit?

Identify key priorities

Maximize time and resources

always use active verb when describing what patient will be able to do
it is the patient’s point of view
timing – get patients attention
deliver most important material first (1/3) out of 30 minutes = 10 minutes
include family if appropriate
could set up for evening shift
30 minutes tops
use language appropriate for patient
don’t alarm patient, but used accurate information
Use resources and handouts for medications and disease processes.
Patients actually sign that they received the information
Have stuff organized
"if it makes sense to me hopefully it should make sense to the patient"
have a return demonstration on patients side to see if patient really understood.
Make sure goals are observable and measurable

Teaching approaches

Review confidentially
When you deliver the care do the t4eaching at that time.
Be careful of roommate or family listening if it is not the clients wishes or involves sensitive issues.
Short term goals = immediate needs
Long term goals = permanent adaptation

Goals for adapting to new changes in lifestyle.

Learning objectives include

Goals or outcomes in nursing care plan

Singular behaviors – outcomes

Reality

Observable or measurable

Timing

Mutual agreements

Can’t teach someone if they aren’t willing to learn

Must notify MD

Active verb = Patient’s

Documentation

Be specific about content taught

Evaluate learning observed and measured

Was the patient do sing accurate?

Vision poor?

Describe method of teaching

Most have pre printed teaching flow sheets.