Planned interaction Promotes behavioral change Not result of maturation or coincidence (continued)

CLIENT EDUCATION

TEACHING-LEARNING PROCESS Planned

interaction Promotes

behavioral change

Not result of maturation or coincidence

(continued)

TEACHING-LEARNING PROCESS Teaching

Active process Learning

Assimilating information with change in behavior

PURPOSES OF CLIENT TEACHING Promotion of wellness Prevention of disease and injury Restoration of health Facilitation of coping abilities

FACILITATORS OF LEARNING Relevance Motivation Readiness Maturation

Reinforcement Participation Organization Repetition

BARRIERS TO LEARNING External barriers:

Environmental Sociocultural

Internal barriers: Psychological Physiological

DOMAINS OF LEARNING Cognitive

Intellectual understanding

PsychomotorMotor skills

AffectiveEmotions and

attitudes

PROFESSIONAL RESPONSIBILITIES RELATED TO TEACHING Legal aspects:

Health teaching is essential function of nursing

Required in nurse practice acts of most states

Mandated by several accrediting bodies

(continued)

PROFESSIONAL RESPONSIBILITIES RELATED TO TEACHING Documentation

aspects:ContentTeaching methodsWho was taughtClient and family

response

LEARNING THROUGHOUT THE LIFE CYCLE All people

capable of learningChildrenAdolescentsOlder adults

TEACHING-LEARNING AND THE NURSING PROCESS Interdependent

processes Consist of:

AssessmentDiagnosisPlanning ImplementationEvaluation

(continued)

TEACHING-LEARNING AND THE NURSING PROCESS Assessment

Learning styles: Visual Auditory Kinesthetic

Learning needsPotential learning

needs

(continued)

TEACHING-LEARNING AND THE NURSING PROCESS Assessment

Ability to learnReadiness to

learnClient’s strengthsPrevious

experience and knowledge base

(continued)

TEACHING-LEARNING AND THE NURSING PROCESS Nursing

diagnosisDeficient

knowledge Lack of knowledge

Primary barrier to learning

May be component of other nursing diagnoses in which risk or impaired behavior exists

(continued)

TEACHING-LEARNING AND THE NURSING PROCESS Planning and

outcome identificationContentMethods IndividualsTimingLocationGoal setting

(continued)

TEACHING-LEARNING AND THE NURSING PROCESS

Planning and outcome identification Teaching vulnerable populations

Developmental delays Chronic illness Low literacy skills Sensory impairments

(continued)

TEACHING-LEARNING AND THE NURSING PROCESS Implementation

Knowledge base Interpersonal

skillsTeaching clients

at home

(continued)

TEACHING-LEARNING AND THE NURSING PROCESS

EvaluationLearning

Verbal questioning Observation Return demonstration Written follow-up

EvaluationTeaching

Feedback from learners, colleagues, and situations

Self-evaluation