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Patient Education

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Nurses provide patients with information needed for self-care to ensure continuity of care from the hospital to the home

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Patient Education Standards

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Require health care team to assess patients' learning needs and provide education about medications, nutrition, and medical equipment

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Purposes of Patient Education

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Promotion of health, illness prevention, restoration of health, and coping with impaired functions

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Teaching

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Implementation method to present procedures and techniques, inform patients about health status, and refer patients to health resources

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Learning

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Acquisition of new knowledge and skills as a result of reinforcement, practice, and experience

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The Joint Commission's Speak Up tips

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Advice to help patients become more involved in their treatment by understanding their medical rights

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Teaching Process

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Identify a patient's need for information, set learning objectives, convey message using intrapersonal skills, and get feedback from patient

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Learning Objective

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Written statement that describes the behavior that a teacher expects from an individual after a learning activity

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Domains of Learning

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Cognitive, affective, and psychomotor

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What is the nurse's responsibility in patient education?

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An ethical responsibility to teach patients to make informed decisions about their care

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Cognitive Learning

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Acquisition of intellectual skills that encompass behaviors such as thinking, understanding, and evaluating

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Affective Learning

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Acquisition of behaviors involved in expressing feelings about attitudes, appreciation, and values

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Psychomotor Learning

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Acquisition of ability to perform motor skills

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Basic principles of learning

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Motivation to learn, ability to learn, and learning environment

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Motivation to Learn

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Addresses the patient's desire or willingness to learn

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Attentional set

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Internal state of the learner that allows focusing and comprehension

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Motivation

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Internal impulse that causes a person to take action

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Social Learning Theory

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Explains characteristics of a learner and guides the educator in developing effective teaching interventions

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Self-efficacy

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Refers to a person's perceived ability to complete a task successfully

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Psychosocial adaptation to illness (How do patients adapt to illness?

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Patients need to grieve, which gives them time to adapt psychologically to the emotional and physical implications of illness

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Ability to Learn

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Depends on physical and cognitive abilities, developmental level, physical wellness, and thought processes

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Developmental Capability

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Intellectual ability to learn influenced by cognitive development

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Teaching methods for developmental stages

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Approaches to learning that vary based on the patient's maturity level

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Active Participation When does learning occur for a patient

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When a patient is actively involved and is given the opportunity to make decisions

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What are some teaching methods based on the developmental capacity for infants?

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Keep routines consistent, hold infant firmly while smiling and speaking softly to convey trust, and have infant touch different textures

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What are some teaching methods based on the developmental capacity for toddlers?

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Use play to teach procedure, offer picture books with story of children in hospital, and use simple words to promote understanding

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What are some teaching methods based on the developmental capacity for preschoolers?

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Use role play, encourage questions and offer simple explanations, and encourage learning through pictures

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What are some teaching methods based on the developmental capacity for school-age children?

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Teach psychomotor skills needed to maintain health and offer opportunities to discuss health problems

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What are some teaching methods based on the developmental capacity for adolescents?

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Help express feelings and need for self-expression, allow them to make decisions about health, and use problem solving to help make choices

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What are some teaching methods based on the developmental capacity for young or middle-aged adults?

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Encourage teaching plan with mutual goals and independent learning, and offer information so they understand effects of health problem

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Physical capability to learn

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Necessary characteristics include appropriate size, strength, coordination, and sensory acuity

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Good Learning environment

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Ideally includes a well-lit room with good ventilation, appropriate furniture, and comfortable temperature

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Health Literacy

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Patients' reading and mathematics skills, comprehension, and ability to make health-related decisions

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Functional illiteracy

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Inability to read above a fifth-grade level

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What are some teaching methods based on the developmental capacity for older adults?

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Teach when patient is alert and rested, focus on wellness and strength, and use approaches that enhance patient's reception of stimuli

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Nursing vs. teaching processes

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Focus shifts from determining total health care needs to focusing on learning needs

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What happens in the assessment stage of the nursing process?

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Consider needs, motivation and ability to learn, learning resources, and disabilities to ensure patient-centered clinical decisions are made

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What happens in the nursing diagnosis stage of the nursing process?

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Gather data from the assessment and analyze clusters of defining characteristics to identify relevant diagnoses

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What happens in the planning stage of the nursing process?

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Design interventions considering goals and outcomes, priority setting, and collaboration to promote patient education

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What happens in the implementation stage of the nursing process?

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Apply interventions toward promoting patient education

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Teaching Approaches

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Telling, participating, entrusting, and reinforcing

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Telling

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Use approach when teaching limited information

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Participating

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Use approach to set objectives and become involved in the learning process together with the patient

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Entrusting

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Use approach when the patient accepts responsibilities and performs tasks correctly and consistently

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Reinforcement

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Use approach when a certain stimulus increases the probability for a response

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Instructional Methods

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Approaches that match learning needs, the time available, the setting, the resources, and nurse's comfort level with teaching

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One-on-One discussion

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Nurse shares information directly at patient's bedside, in the physician's office, or in the patient's home

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Group Instruction

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Many patients learn at one time and interact with one another and learn from others' experiences

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Preparatory Instruction

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Providing information about procedures to decrease anxiety giving patients a better idea of what to expect

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Demonstration

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Used when teaching psychomotor skills, such as preparation of a syringe, bathing an infant, crutch walking, or taking a pulse

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Return Demonstration

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Display of knowledge after the patient has first observed the teacher and then practiced the skill in mock or real situations

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Analogies

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Resemblances made between things otherwise unlike

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Role Play

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Technique that involves rehearsing a desired behavior

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Simulation

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Present a situation for patients to solve using problem-solving and independent thinking skills

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Learning Disabilities

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Illiteracy, impaired ability to analyze instructions or synthesize information, and sensory defects

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Teaching Tools

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Written and non-print materials used to enhance patient education

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Cultural Diversity in Patient Education

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Know a patient's cultural background and ability to understand instructions in a language different from his or her own

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What happens in the evaluation stage of the nursing process?

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A thorough look into the patient's perspective related to patient education and whether expectations have been met

Fundamentals of Nursing Ch. 25 Patient Education – Flashcards

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