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Teaching Active process Learning Assimilating information with change in behavior
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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