Teaching and learning concepts

• Purpose of Client Education

  Maintaining and promoting health

  Preventing illness

  Restoring health

  Facilitating coping
• Teaching begins at admission and ends with dischargeTo maximize effectiveness of teaching

  T- Tune into the patient

  E- Edit patient information

  A-Act on every teaching moment

  C- Clarify often

  H- Honor patient as partner in education process
• Health Literacy:

  ability to read, understand, and act on health information
• * Don’t assume educational needs/ background of patient.* We do continued education to update professional knowledge* Need to make sure setting realistic goals with patients

  • *  Adolescentslearnbyrole-playing
  • *  Inserviceprogramsgenerallyareprovidedbyhealthcare agencies to reinforce current knowledge/ skills/provide new info
  • *  Beforeimplementingteachingplan?Assesspatient’smotivation
• We want to:

  Assess knowledge first / barriers to learning

  Variety of teaching modalities / involve family

  Readiness to learn / RN teaches (do not delegate teaching)

  Document teaching and evidence of learning

  *** Information better when given as 5th grade lev
• Considerations for Older Adults

  Talk in front of them Speak slowly and clearly Incorporate extra time, short teaching sessions Reduce environmental distraction
• Teach-back


  verifies patient understanding of info presented
• Demonstration

  of techniques, procedures, exercises, and the use of special equipment, combined with a lecture and discussion, is an effective strategy. You can evaluate the patient’s learning using a return demonstration. MOST EFFECTIVE (ex. dressing change)
• Discussion

  two way learning
• Cognitive learning

  involves storing/ recalling of new knowledge in brain

  [ compares, describes, differentiates, explains, gives examples, identifies, states, summarizes ]
• Example of Cognitive learning

  patient describes how salt intake affects blood pressure
• Psychomotor learning

  a physical skill involving the integration of mental and muscular

  [ assembles, demonstrates, manipulates, shows ]
• Example of Psychomotor learning

  patient demonstrates how to change dressing using clean technique
• Affective learning

  changes in attitudes, values, and feelings due to learning that took place

  chooses, initiates, justifies, relates, revises, selects, shares
• Positive reinforcement

  to affirm the efforts of patients who have mastered new knowledge, attitudes, or skills. “You’ve mastered this diet quickly”, as spontaneous as a warm hug, or as planned as the entire staff joining to celebrate a patient’s independent ambulation.
• Negative reinforcement

  criticism or punishment—is generally ineffective; undesirable behavior is usually best ignored.
• Counselor: short term, Long term, Motivational

  Short term: for situational crisis

  Long term: for developmental crisis

  Motivational: interviewing