Transcript Teaching and Learning - Tri

Teaching and Learning
Taylor ch 21
Role of Nurse in Teaching
 Required by the Nursing Practice Act
 Required by accrediting bodies
 Promoted by professional nursing
organizations
 Nurse must teach clients and families so
that they can make informed decisions
about their care.
The Joint Commission Standards
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Assess learning needs and desire to learn
Consider cultural and psychosocial values
Provide resources
Collaborate c all disciplines to meet client needs
Educate on the plan of care, pain, meds,
equipment, rehab techniques, nutrition, discharge
 Let client know how he can help
 Let client know where to get more info
 Provide academic support for minors
 Document teaching
Purposes
 Promotes independence
 Helps maintain optimum health status
 Reduces health care costs
 Decreases severity of illness by recognizing
S&S early
 Decreases anxiety
Components of TeachingLearning Process
 Communication
– Verbal, nonverbal
 Domains of Learning
– Cognitive, psychomotor, affective
 Basic Learning Principles
– Motivation, ability, environment
Topics for Teaching
 Health promotion and disease prevention—
topics that focus on staying healthy.
 Restoration of health—topics that help
clients learn how to get back to their
previous level of health.
 Coping with impaired function—topics to
help clients cope who have permanent
health alterations and will not recover fully.
Types of Learning
 Cognitive—absorbing new knowledge for
retention and problem solving
 Psychomotor—learning new skills
 Affective—involves emotions and feelings;
changes behavior and attitude
Cognitive
 Best taught thru lecture or discussion
 Visual aids very helpful
 Best evaluated by verbal or written
feedback
 Examples: drug SEs, S&S
Psychomotor
 Best taught thru demonstration
 Needs to be modified for children and older
adults
 Best evaluated thru return demonstration
 Examples: injection technique, colostomy
care
Affective
 Best taught thru lecture or group discussion
 Visual aids may help
 Motivation is an essential element
 Best evaluated by observing behavior,
listening to comments, or evaluating results
of future visits
 Examples: birth control, dietary changes,
drug regimen
Factors That Affect Learning
 Flexibility/rigidity of participants
 Motivation and interest
 Level of education/literacy
 Communication skills
 Past experiences with learning
 Problems with senses
Factors cont’d
 Self image
 Culture
 Seriousness of health problem
 Anxiety level
 Age/Developmental level
 Readiness to learn
To Enhance Learning:
 Make sure client is motivated:
– perceives need to learn
– believes material will be helpful
– shows readiness to learn
– actively participates
Enhancing Learning
 Provide learning over a period of time
 Apply what is learned immediately
 Give positive reinforcement—person needs
to believe they have the ability to be
successful.
Things to Avoid
 Overwhelming the client
 Use of medical jargon
 Environmental distractions—noise, interruptions
 Internal distractions—basic needs, pain, etc
 Poor communication
 Rigidity
 Lack of feedback
 Showing lack of confidence
Nursing Process Applied:
Assessment
 Is there a need?
 What does client want or need to know?
 Is client ready?
 What are the client’s strengths and
weaknesses?
 How will the client learn best?
Assessing Motivation
 Health beliefs
 Attitudes about providers and the system
 Sociocultural background
 Perception of severity of illness
 Benefits and barrier to treatment
 Perceived ability to perform health
behaviors
 Learning style, memory, attention span,
ability to concentrate
Nursing Diagnoses
 Deficient knowledge
 Ineffective therapeutic regimen
management (client, family)
 Ineffective health maintenance
 Ineffective home maintenance
 Health-seeking behaviors
 Noncompliance
 Risk for infection, injury, etc.
Planning
 Include client
 Make sure goals are realistic and
measurable
 Select teaching method (lecture,
demonstration, discussion, role playing, role
modeling, problem solving, visual aids)
 Select environment
Implementation
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Adjust teaching during session
Teach small amounts at a time
Give written material
Teach 2 at once
Maintain good eye contact
Touch several senses
Get feedback
Summarize periodically
Give + reinforcement
Resources for Learning
 Social network (remember HIPAA)
 Internet (only reputable sites)
 Community agencies
 Printed material that matches reading level and
primary language
– Functional illiteracy is inability to read above a 5th
grade level
Evaluation
 Did learning occur?
 Were goals met? Partially met? Not met?
(return demo, verbalize understanding,
behavior change occurred)
 If goal(s) not met—why and does new goal
need to be set?
 Was method satisfactory?
 How did the teacher’s skills measure up?
Documentation
 Supports standards and supports quality
improvement efforts in the institution
 Allows for reimbursement
 Be sure to use forms or flow sheets
required. May also need to use narrative
notes or document on plan of care.
 State topic, barriers, who was taught,
method used, and client’s response.
Case Study
 Ashton, age 22, is newly
diagnosed with diabetes.
Her physician has ordered
diabetic teaching that
includes learning about her
disease, complications, how
to check her blood sugar,
insulin administration, and
dietary changes. Erica was
upset and overwhelmed at
first, but now, even though
she is anxious, she is
determined to learn all she
can to stay healthy.
Questions
 Is there a need?
 What does Ashton already know?
 What does Ashton need to know?
 Is Ashton ready to learn?
 What nursing dxs can you identify?
 What methods will you use?
 What teaching aids do you need?
 How will you evaluate Ashton’s learning?