Transcript Chapter II
Chapter 2 Patient Teaching and Health Literacy Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 1 Chapter 2 Lesson 2.1 Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 2 Learning Objectives Identify the common causes of patient medication errors List some of the problems patients have when they cannot read or understand health instructions Describe the process of teaching patients about medications Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 3 Patient Behaviors Compliance: When a patient follows the prescribed plan of care Noncompliance: When a patient does not follow the prescribed plan of care Concordance: When the physician, nurse, patient, family, and pharmacist work together as a team to help a patient follow the prescribed plan of care Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 4 Communicating with the Patient Nurse time constraints Cultural considerations and beliefs Patient and/or nurse Common language between nurse and patient Written education Literacy Health Literacy Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 5 Communicating with the Patient (cont.) Patient problems resulting from inability to read and write Poor health outcomes Health disparity: increased risk for disease Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 6 The Process of Patient Education Patient perception of educational importance Nurse versus patient Patients seek out the resource person they feel is the best source or the one they are most comfortable with Use of computers and the Internet in health care Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 7 Assessment of Patient Education Patient assessment: Types of teaching methods: Need to learn Willingness to learn Mutually determined (nurse + patient) learning objectives Verbal, written, audiovisual, or combination Patient return demonstration and/or verbalization Give feedback and praise Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 8 Question 1 Research has shown that patient education materials should be written at which grade level? 1. 2. 3. 4. Third- to fifth-grade level Fifth- to seventh-grade level Seventh- to ninth-grade level Ninth- to eleventh-grade level Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 9 Chapter 2 Lesson 2.2 Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 10 Learning Objectives Describe the process of teaching patients about medications Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 11 Preparing a Teaching Plan Nursing considerations involved with presenting education Planning teaching over time Relating to what the patient needs and what he or she can handle Informed consent Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 12 Implementing the Teaching Plan Role of patient stress and anxiety Planning and timing of sessions Learning capacity Variety of teaching methods Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 13 Implementing the Teaching Plan (cont.) Verbal education Written information Group settings Patient Teaching Resources (Box 2-2) Audiovisual resources Internet and Navigating the Web (Table 2-2) Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 14 Written Information Goals of handout Limit to 1 or 2 objectives Emphasize desired patient behaviors Use clear headings Use common words Develop materials that involve patients Prepare materials appropriate for patients who have low literacy skills Use short, simple sentences Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 15 Evaluation of Learning Do objectives reflect changes/behaviors (e.g., decreased blood sugar or blood pressure)? If objectives are not met, evaluate patient understanding. Ask why. Does teaching engage patient and generate questions? Does teaching summarize, repeat, and keep it simple? Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 16 Ways to Enhance Learning Plan for frequent nurse-patient contact Fit the plan to patient’s needs and culture Provide feedback and encouragement Encourage active patient involvement in care Employ behavioral contract between patient and nurse Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 17 Question 2 Which of the following is the best statement related to medication teaching? 1. 2. 3. 4. “All patients can learn about medications in the same setting.” “The method and pace for teaching must be designed for each patient.” “Using a single teaching method is most effective.” “Encourage all family members to be present for each session.” Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 18 Question 3 The nurse is developing a medication teaching plan. To make the plan more effective, it is important to: (Select all that apply) 1. 2. 3. 4. Teach all the information in one visit. Use only one style of providing the information. Assess the patient’s readiness to learn. Request that the patient repeat back information. Copyright © 2013, 2010, 2006, 2003, 2000, 1995, 1991 by Mosby, an imprint of Elsevier Inc. 19