Patient Education

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Patient Education

• George Ann Daniels, MS, RN

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Learning

• Acquisition of a skill or knowledge by practice,
  study, or instruction
  
• Ways to learn
• Memory
• Intuitively
• Simple to complex
• Knowledge base to build on
• Prior knowledge or experience

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Learning Approached

• Pedagogy
• Traditional classroom instructions for children
• Teacher in control
• Determines what to teach, methods, motivation of
  students
  
• Learner is in a passive role

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• Andragogy
• Adult learning
• Based on individual need to know
• Developmental task
• Social role
• Adults learn better when information R/T their
  lives or problems
  
• Focus is on needs and personal goals

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Learning Domains

• Blooms Taxonomy, 1956
• Learning encompasses three domains
• Cognitive Domain
• Thinking
• Facts, conclusions, decisions
• Simple to complex
• Basic facts leads to application of the learning
  process

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• Affective Domain
• Learning based on emotions or feelings
• Changes beliefs, attitudes, values
• Psychomotor
• Muscular movements resulting from learning skills
  and task
  
• Best gage of psychomotor learning
• Return demonstration.

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• The client must go through all learning domains
  for learning to happen
  
• EG BSEdetection of lumpinformation on
  treatmentdecision regarding management

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Purpose of Patient Teaching

• Wellness promotion
• Optimum health and function
• Change unhealthy habit
• Prevent bad habits from forming
• Disease Prevention
• Knowledge or skills used for early detection or
  prevention of disease

• Restoration
• Disruption of health yielding limited disability
  or function
  
• Promotion of coping
• Ability to cope with new or frightening
  procedure
  
• Adjust to new life style
• Body image change

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Learning Readiness

• Motivation
• The drive or incentive to learn
• Recognizes the need to know the information
• Things that effect motivation
• Assess what the client values
• Compliance
• Compliant
• Follow the recommended treatment plan
• Non-compliant
• Does not follow recommended treatment plan
• Not linked with lack of knowledge

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• Sensory and Physical State
• Vision, hearing
• Arthritis
• Decreased concentration
• Literacy level
• Illiteracy- inability to read or write
• Assess your clients level

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Types of Learners

• Age
• Developmental status that assist the teaching
  approach
  
• Understanding of current health
• ID misinformation/ knowledge deficit
• Health beliefs/practices
• Old time remedy
• Cultural factors

• Economic factors
• Financially unable to maintain proper care
• Learning styles
• Visual auditory, tactile
• Support System
• Assistance with maintenance of skills and/or
  life-style change

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Teaching Strategies

• Assess learning style
• Visual
• Auditory
• Hands on
• Simple to complex
• Repetition

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Developmental/Health Concerns

• Cognitive Ability
• Think, reason, and use language.
• Age may or may not reflect cognitive ability
• Unable to read

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• Psychomotor ability
• Muscular strength
• Motor coordination
• Energy
• Sensory acuity

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Optimum Teaching

• Client
• Rested
• Comfortable
• Family/caregivers
• Timed without interruptions
• Good timing
• 20-30 minutes
• Not before major event

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Learning barriers

• Anxiety, worry, fear
• Pain
• Language/beliefs

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Education through the life span

• Newborn/infants
• Learn by interactions with their environment
• Stimulated environment fosters cognitive
  learning
  
• Teaching is directed to the parents/caregivers

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• Toddler
• Learn through play
• Trust
• Answer questions immediately in language they
  understand
  
• Special words for certain body parts

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• Preschoolers
• Limit teaching to 10 minutes
• Restless
• Learn by doing
• Let the child handle the equipment
• School aged children
• Understand cause and effect
• Limit teaching to20 minutes
• Color books and written materials
• Reward learning

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• Adolescents
• Open and honest teaching
• Keep confidences
• If necessary to break, explain why
• Include goals/planning
• Independence
• 45-50 minute sessions

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• Adults
• Motivation by teaching that enhances or maintains
  self-esteem
  
• Straight forward teaching
• Younger adults eager to learn
• Middle adults more aware of health problems and
  do not take health for granted
  
• Involved in all aspects of teaching
• 1 hour sessions

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Older adults

• Motivation
• Relate learned knowledge to improvement of
  quality of life
  
• New knowledge will improve independence
• Assess physiologic changes
• Short term memory loss
• Teaching the older adult Craven 467