CravenFundamentals of Nursing:

Human Health and Function

Chapter 8: Patient Education and

Health Promotion

Teaching–Learning Process

Learning: The acquisition of a skill or knowledge by practice, study, or instruction

Different conceptual models of the learning process view the teacher’s role as director, designer, programmer, or producer

Teaching–Learning Process (Cont’d)

Examples◦Learning anatomy: Need to memorize facts◦Dealing with patients: Intuitive component◦Pharmacology: Previous knowledge of

pathophysiology, chemistry, anatomy, physiology, and mathematics

Teaching–Learning Process (Cont’d)

Domains of learning◦Cognitive: Refers to rational thought, what one

generally considers “thinking” May involve learning facts, reaching conclusions, solving problems, making decisions, or using critical thinking skills

◦Example: Teaching a new mother the physiology of the breast and its role in milk production

Teaching–Learning Process (Cont’d)

Affective: ◦ Emotions or feelings◦Changes beliefs, attitudes, or values

Example: Helping a new mother explore the possible benefits of breast-feeding for the health of her baby

Question

true or false:Affective learning changes beliefs, attitudes, or values.

Answer

True.Rationale: Affective learning changes beliefs, attitudes, or values.

Teaching–Learning Process (Cont’d)

Psychomotor◦Muscular movements learned to perform new skills and procedures

◦Important: Dexterity to manipulate the body parts, tools, or objects needed to perform the skill or procedure

Teaching–Learning Process (Cont’d)

Teaching–learning relationship◦Characterized by mutual sharing, advocacy, and negotiation

Effective learning◦Occurs when patients and healthcare professionals are equal participants in the teaching–learning process

Teaching–Learning Process (Cont’d)

Qualities of a teaching–learning relationship◦Patient focus◦Holism◦Negotiation◦Interactive

Purposes of Patient Education

To promote Health/wellness (primary prevention)

• Prevent or diagnose illness early• (secondary prevention)

Restore optimal health and function if illness has occurred

(tertiary prevention)Assist patients and families to cope with alterations in health status

Purposes of Patient Education (Cont’d)Health promotionDisease preventionRestoration of health or functionPromotion of coping

Assessment for Learning

Assessing learning needs: Begins with determining what the patient needs to know or do to function more independently◦Baseline knowledge◦Cultural and language needs◦Priorities

Assessment for Learning (Cont’d)

Realistic approach◦ Patient’s energy/comfort level◦ Patient’s age◦ Patient’s emotional state◦ Patient’s cognitive abilities

Assessment for Learning (Cont’d)

Assessing learning readiness◦Motivation/ desire to learn◦Compliance◦Sensory and physical state◦Literacy level◦Health literacy level

Nursing Diagnoses

• Health-Seeking Behaviors◦Active seeking of ways to alter personal habits or the environment to move toward a higher level of health

• Ineffective Therapeutic Regime Management (Individual or Family)–Difficulty effectively integrating a treatment program into daily activities to meet health goals

Nursing Diagnoses (Cont’d)

Deficient Knowledge◦Absence of cognitive information related to a specific topic

Outcome Identification and Planning

Involves working with patients to develop a teaching plan, identifying appropriate teaching strategies, and developing a written plan to coordinate teaching among healthcare team members

Outcome Identification and Planning (Cont’d)

Outcome identification: Patient-centered, patient-involved goals are most effective

Planning teaching strategies: Availability of resources, learning style preference, literacy level, and health literacy level affect planning of effective teaching strategies

Outcome Identification and Planning (Cont’d)

Planning teaching strategies (cont’d)◦Lectures◦Discussion◦Demonstration◦Role-playing

Outcome Identification and Planning (Cont’d)

Teaching aids and resources; used to supplement or reinforce face-to-face teaching◦ Pamphlets◦ Audiovisual aids◦ The Internet◦ Equipment and models

Outcome Identification and Planning (Cont’d)

Use of interpreters and translatorsTiming and amount of informationAppropriate family and friend

involvementWritten teaching plan

Implementation of Patient Teaching

Meeting priority needs firstComfortable environmentIndividualized teaching sessionsCommunicationRepetition

Implementation of Patient Teaching (Cont’d)

Teaching methods◦Cognitive◦Affective◦Psychomotor

Evaluation of Learning

Written tests and questionnairesOral tests“Teach-back”Return demonstrationCheck-off listsSimulation

Documentation of Learning

Documenting patient education is as important as documenting any other aspect of patient care

Lifespan Considerations

Newborn and infantToddler and preschoolerSchool-age child and adolescent Adult and older adult

Newborn and Infant

ImmunizationsNormal growth and development (regular

developmental and health checkups)Car seat safety

Toddler and Preschooler

Safety practicesWell-child visitsProper sleepNutritionAvoidance of secondhand tobacco smokeRegular immunization schedules

School-Age ChildProper nutritionSleepExerciseSafetyLearning to deal with stress and frustration

AdolescentSmokingSafe drivingPreventing sexually transmitted diseases

(STDs) Avoiding drugs and alcoholPreventing pregnancyAvoiding gang-related violenceMaintaining mental health

Adult and Older AdultExerciseNutritionSelf-examinationsHealth screeningStress managementReduction or cessation of smoking and

alcohol consumptionPrenatal care for women