Transcript comparison of the Nursing process and the teaching Activities Nursing

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‫نقشهاي مختلف پرستاردر عرصه بهداشت ودرمان‪:‬‬
‫‪ -1‬نقش مراقبتي‬
‫‪-2‬نقش محافطتي‬
‫‪ -3‬نقش درماني‬
‫‪ -4‬نقش حمايت كننده‬
‫‪ -5‬نقش هماهنگ كننده‬
‫‪-6‬نقش آموزش ي‬
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‫یکی از نقشهای اصلی پرستار‪:‬‬
‫آموزش مددجویان است‬
‫‪Teacher / Counselor‬‬
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Roles of Nursing:
communicator
Manager
Researcher
Advocate
Decision maker
Care Giver
Comforter
Teacher/Counselor
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‫اصول آموزش بيمار‬
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Patient teaching
‫ميناكريمي‬
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‫ا هداف مهم آموزش بيمار‪:‬‬
‫‪-1‬حفط سالمتي و پيشگيري از بيماري‬
‫‪-2‬اعاده سالمتي‬
‫‪ -3‬سازگاري با ناتواني و عوارض بيماري‬
‫‪ -4‬بهبود كيفيت مراقبت‬
‫‪ -5‬تداوم مراقبت در بيمارستان و جامعه‬
‫‪ -6‬تشويق بيمار به پذيرش مسئوليت بيشتر براي بهبود وضعيت سالمتي خود‬
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‫سه هدف مهم آموزش بیمار‬
‫‪ -1 ‬حفظ سالمتی و پیشگیری از بیماری (پیشگیری نوع اول)‬
‫‪Health Maintenance‬‬
‫‪ -2 ‬اعاده سالمتی (پیشگیری نوع دوم ) ‪Restoration‬‬
‫‪of Health‬‬
‫‪ -3 ‬سازگاری با ناتوانی ها و عوارض بیماری(پیشگیری نوع‬
‫سوم ) ‪Coping with impaired function‬‬
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Goals of patient education:
Health maintenance and illness
prevention
Restoration of Health
Coping with impaired function
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Categories of learning Domain:
Cognitive Domain
Psychomotor Domain
Affective Domain
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comparison of the Nursing process and
the teaching Activities Nursing
Basic Steps:
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1-Assessment
2-Diagnosis
3-planing
4-Implementation
5-Evaluation
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Basic Steps teaching Activities Nursing
1-Assessment
2-Diagnosis
:
3-planing
4-Implementation
5-Evaluation
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Patient teaching process:
1- Assessment: Identify Ability to learn, willingness to
learn. Nursing history, clients learning needs
2- Diagnosis: Identify clients learning needs on the
basis Of the three domains of learning
3- Planning: Establish learning objectives ,……
4-implementation: -implement teaching methods,…
5-Evaluation:Determine outcomes of teaching learning
process,..
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‫آموزش بیمار‪:‬‬
‫تجربه یادگيری از قبل طراحی شده ای است که در آن ترکیبی از روشهای مختلف‬
‫یاددادن ‪ ،‬مشاوره ‪ ،‬تکنیکهای اصالح رفتار بکار گرفته می شود که بر روی دانش و‬
‫رفتارهای بهداشتی بیمار اثر می گذارد و فرایند متقابلی است که به شرکت فعال‬
‫بیماران در مراقبت از خودکمک میکند‬
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Assessment
Identify the client's learning needs willingness
to learn, ability to learn and teaching
resources ,sources of data are the client.
Family, learning environment.
Medical record, nursing history , and literature.
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:‫در مرحله بررس ی‬
Basic learning principles ‫ اصول اساس ی یادگیری‬
the reading to learn ‫ اصول آمادگی برای یادگیری‬
The ability to learn ‫ توانایی یادگیری‬
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Diagnosis
Identify client's , learning needs on the
basis of the three domains of learning
Establish
(Cognitive , Affective, Psychomotor)
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EXAMPES OF NURSING DIAGNOSES RELATED
TO CLIENTS LEARNING NEEDS NANDA –
APPROVED NURSING DIAGOSES.
Knowledge deficit: Cognitive, related to
newly Diagnosed disease
Newly prescribed therapy
Poor understanding of therapies.
Knowledge deficit: affective. Related to:
Altered affective Knowledge.
Impaired social interaction
Misunderstanding of prognosis
Knowledge deficit :Psychomotor ,related to:
Need for crutch Walking
Need to learn self – injections
Alteration in health maintenance related to:
Lack of fine motor skills
ADDITIONAL Nursing DIAGNOSIS
Reduced attention span related to:
Fatigue
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Pain
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Teaching and Learning
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Potential LEARNING PROBLEMS
ASSOCIATED WITH INTELLECTUAL SKILLS
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Math calculation. Computing drug dosages :
Measuring liquid or solid food allotment
Reading a thermometer or syringe calibration
Reading directors and instructions
In teaching booklets and in medication Labs.
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Problem Solving .Leaning how to regulate insulin
dosages on the basis of sings and symptoms .
Comprehension and Application.
Understanding physical restrictions imposed by illness:
Following direction s in performing self – care in
accordance With limitations
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Topics for health teaching
Health promotion /Illness prevention 
 First aid
 Avoidance of risk factors: smoking, alcohol
 Growth and development
 Hygiene
 Immunizations
 Normal childbearing
 Nutrition
 Exercise
 Safety (in home and hospital)
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Restoration of Heath
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Clients disease or condition
@Anatomy and physiology of body system affected
@Cause of disease
@Origin of symptoms
@Expected effects on other body systems
@Prognosis
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Rational for treatment
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@Medications
@Tests and therapies
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Restoration of Health
 Rational
of treatment
@ Nursing measures
@Surgical intervention
 Expected duration of care
 Hospital/Clinic environment
 Hospital/Clinic staff
 Methods for client participation
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Coping With Impaired Function
 Home
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care
@Medication
@Diet
@Activity
@Self-help devices
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Rehabilitation of remaining
function
 Physical
therapy
 Occupational therapy
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Prevention of Complications
 Knowledge
of risk factors
 Implication of noncompliance with therapy
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Planning
 Teaching
plan . learning objectives stated
in behavioral terms .identify priorities

identify type of teaching method to use
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Plan Table
GIO :
Nurse educator:
Patient & Family
Evaluation
Out come
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Media
Method
Teaching
Time K A P
SOB
Educational
Needs
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SUMMERY OUTLINE
1GIO
2- SOB
Performance Objectives
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MEDIA SELECTION
Visual Format
Audio Format
Audiovisual or MultiMedia
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Implementation
Implement teaching methods .
Actively Involve client in learning
activates
Include family participation as apron
desired outcomes of nursing care
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Evaluation
Determine outcomes of teaching&
learning process .Measure client's
ability
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Evaluation Methods
1- indirect observation
Oral Exam
True - False
2- Direct observation
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‫بررس ی عوامل موثر بر یادگیری‬
‫‪ ‬رشد وتکامل‬
‫‪ ‬سطح تحصیالت‬
‫‪ ‬تجربیات گذشته‬
‫‪ ‬وضع جسمانی بیمار‬
‫‪ ‬سالمت حواس پنجگانه‬
‫‪ ‬سالمت خلقی‬
‫‪ ‬ثبات اجتمایی اقتصادی‬
‫‪ ‬مسئولیت پذیری بیمار‬
‫‪ ‬تصور ذهنی فرد از جسم خود‬
‫‪ ‬عالقه به یادگیری‬
‫‪ ‬انگیزه یادگیری‬
‫‪ ‬زمینه فرهنگی‬
‫‪ ‬مهارت برقراری ارتباط‬
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Mental readiness ‫ آمادگی ذهنی‬
Physical readiness ‫ آمادگ جسمانی‬
Affective readiness ‫ آمادگی عاطفی‬
Experimental readiness ‫ آمادگی تجربی‬
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What are cognitive levels?
Cognitive levels describe the extent and depth of knowledge.
Perhaps the most well-known description is Bloom’s
Taxonomy of 6 Cognitive Levels:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
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‫‪Cognitive Domain‬‬
‫اطالعات و دانش نظري است كه انتظار میرود در طول برنامة درس ي يادگیرنده كسب نمايد‪.‬‬
‫حيطة شناختي داراي ‪ 6‬طبقه است كه از ساده به مشكل تغيیر ميكند‬
‫‪Evaluation‬‬
‫‪Synthesis‬‬
‫‪Analysis‬‬
‫‪Application‬‬
‫‪comprehension‬‬
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‫‪Knowledge‬‬
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‫‪Affective Domain‬‬
‫مربوط به اهدافي است كه سبب تغيیر نگرش ويا تعيیر تفكر ميشود‪ .‬بطور‬
‫كلي اين حيطه ارزشها را در بر دارد‪.‬‬
‫‪Characterization‬‬
‫‪Organizing‬‬
‫‪Valuing‬‬
‫‪Responding‬‬
‫‪ٌReceiving‬‬
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Psychomotor Domain
.‫توانمندي عملي ومهارتي است كه يادگيرنده كسب مي كند‬
Normality
Coordination of Action
Acceleration & Accuracy
Independent Performance
Readiness
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Basic Steps Nursing process
1-Assessment
2-Diagnosis
3-planing
4-Implementation
5-Evaluation
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Assessment
identify the clients physical ,psychosocial client's
identify the Ecological , social , cultural
Potential And spiritual needs
Sources of data are the client ,
Family .diagnostic tests ,medical Record, Nursing history, and
literature
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Diagnosis
Identify appropriate nursing – Diagnoses
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Planning
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Develop an individualized plan of Care .
 set diagnosis priorities on The basis of client's
immediate Needs .
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Nurse and client collator- rate on plan of care
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Implementation
perform nursing care therapies In – Clued
client as an active portico Pant in care .
Involve family in client's care as meeting
desired outcomes of nursing care
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Evaluation
desired outcomes of nursing care
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