Transcript Patient education

PATIENT EDUCATION
Concept 39
Instructions
• This week you will work through this
powerpoint and answer the questions in the
discussions.
• Secondly you will complete the teach back
module included on the last slide.
• Complete all readings as assigned.
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Goals for This Concept Presentation
1.
2.
3.
Define and describe the concept.
Make links between the concept and the
theory.
Know when and how to apply the concept
to the context of nursing and health care.
DEFINE AND DESCRIBE THE
CONCEPT OF PATIENT EDUCATION
Concept Definition
Patient education is a process of assisting people to
learn health-related behaviors so that they can
incorporate these behaviors into everyday life.
Patient Education
The goal of educating others about their health
is to help individuals, families or communities
achieve optimal levels of health (Edelman &
Mandle, 2010). Patient education is an essential
component of providing safe, patient –centered
care (QSEN 2010)
A. What can education do?
1.Maintain and promote health and
illness prevention
2.Restoration of health
3. Coping with impaired functions
B.
Criteria
1. Needs to be patient centered –
Consider learning styles and previous
knowledge
2. Involves collaboration with various other
health professionals
3. Must document evidence of successful
patient education in patients’ medical
record (JACHO standard, 2011)
C.
Teaching and Learning
1. Cannot really separate these. Teaching is an
interactive process that promotes learning. It
consists of a conscious deliberate set of
actions that help individuals gain new
knowledge, change attitudes, adopt new
behaviors, or perform new skills (Redman,
2007). Teaching is most effective when it
responds to the learner’s needs. Interpersonal
communication is essential for successful
teaching to occur.
Scope of Concept
Collaborative Learning #1
Describe specific examples of patient
education approaches: self-directed, formal
classes, and patient-nurse encounters.
Concept Categories
• Learning domains refer to the type of
learning in which a learner will be engaged.
The three domains are:
– Cognitive: increasing knowledge
– Psychomotor: developing or improving a skill
– Affective: changing or influencing attitudes
Application of Learning Domains
Collaborative Learning #2
Select one everyday living topic from the box below, and
discuss how you would teach a class incorporating each of
the three domains— cognitive, psychomotor, and affective.
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Dog grooming
Baking a cake
Carpet cleaning
Rotating tires
Mixing cement
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Web page design
Sewing a shirt
Fertilizing a lawn
Stripping and staining furniture
Painting a room
Application
of Learning Domains (Cont’d)
Collaborative Learning #3
Select one health-related topic from the box below, and
discuss how you would teach a class incorporating each of
the three domains— cognitive, psychomotor, and affective.
• Reducing intake of sugary soda
• Having a mammogram to screen
for breast cancer
• Increasing intake of fruits and
vegetables
• Protecting skin from sun
exposure
• Getting adequate sleep
• Reducing plaque on teeth
through brushing and flossing
Concept Attributes and Criteria
1.
Teaching is planned.
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2.
Learning outcomes are goal-oriented.
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3.
Nurse knows the patient and determines the
appropriateness of education.
Nurse plans the teaching to meet learning outcomes.
Outcome is to change behavior or attitude.
Patient is motivated to learn.
MAKE LINKS BETWEEN THE
CONCEPT AND THE THEORY
Health Belief Model
Developed by Rosenstock to explain individual
decisions for health screening opportunities, the
three primary points of this model are:
1. The individual’s perception of his/her susceptibility
to and the severity of the disease are the primary
motivators to learn and change behavior.
2. A belief must exist that the illness can be avoided
and that taking action can reduce the risk.
3. The individual must also believe that he/she is
capable of making the necessary changes.
Health Promotion Model
Developed by Pender, this model depicts a
complex process associated with behavioral
change for health promotion.
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Focus is on optimizing wellness versus avoiding
disease.
Patient motivation is influenced by social support
and competing priorities.
Patient perceptions of benefit and the ability to
succeed affect outcomes.
KNOW WHEN AND HOW TO APPLY THE
CONCEPT TO THE CONTEXT OF NURSING
AND HEALTH CARE
Patient Education as a Scope
of Nursing Practice
• Patient education provides a foundational
role and provides competency in the
professional nursing practice.
• Patient education is expected as a
component of health care in all settings and
thus is applicable to all areas of the nursing
practice involving patient care.
Learner Assessment
• Involves the assessment of a patient’s
individual learning needs and includes:
– Education level
– Literacy level
– Social support
– Resources
– Developmental level
– Culture
Patient Assessment
Collaborative Learning #4
Describe how age and the development level
of a patient will influence the education
process for one of the selected topics in the
box below for each of the following age
groups:
• Increasing intake of fruits and vegetables
• School-age child • Protecting skin from sun exposure
• Getting adequate sleep
• Teenager
• Reducing intake of sugary sodas
• Older adult
Maslow’s Hierarchy of Needs
• Lower level needs
must be met before
attempting to
address higher level
needs.
• How does Maslow’s
hierarchy relate to a
patient’s motivation
to learn?
Barriers to Learning and Teaching
Collaborative Learning #5
Describe the following:
1. Common barriers for patients to learn and
ways to reduce those barriers
2. Common barriers for nurses to teach and
ways to reduce those barriers
Planning and Implementation
• Planning
– Is determined by what teaching methods to
use.
– Is influenced by learning the domain used to
achieve the outcome.
• Implementation
– Is influenced by the condition of the patient
and competing priorities for the nurse.
Evaluation and Documentation
• Evaluation
– Learning outcomes are consistent with the
learning domain.
• Documentation
– Includes information taught and the patient’s
motivation, ability to learn, developmental
level, and resources.
Interrelated Concepts
Teach Back Module
• Complete the module at the link below.
• http://www.teachbacktraining.org/interactiveteach-back-learning-module
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