Patient Education - very first ppt PDF

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Patient Education 

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Standard of patient education o Joint commission sets standards for patient and family education o Successful accomplishments of standards require collaboration among health care professionals  Think back to documentation- multidisplanary care  Document evidence of patient care o All state nurse practice acts recognize that patient teaching falls within the scope of nursing practice  Falls in the scope of practice  Can reach out to other people o Education is important and to practice it  How the patient learns and their outcomes  Begins when they are admitted like why they are on their medication and why they are doing certain testing  Fit patients unique learning needs, decrease lengths of stay, and improve quality of life Purpose of patient education o Health promotion and illness prevention- providing information to allow patients to access a healthier lifestyle  Nutrition  Exercising  Flu shots  Maintenance and promotion of health and illness prevention- first aid, smoking/alcohol substance abuse, stress management, health screenings o Restoration of health- helping injured or ill patients regain their previous level of functioning  Teaching of family  Leave better than when they came, nutrition surgeries  Anatomy and physiology of body systems, medications, diagnostic examinations o Coping with impaired function- adaptive measures for patients with permanent health alteration, holistic, changes how their body looks and feels  Do they need home care or a skilled nursing facility, slp, environmental thoughts?  It is safe?- to go home or how to keep their house safer, infection  Home care, self-care, pt, prevention of complications Basic learning principles o Motivation to learn  Patient’s desire or willingness to learn o Ability to learn  Depends on physical and cognitive abilities, developmental level, physical wellness, thought processes,

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o Learning environment  Safe environment that promotes learning  If patient has tv on and ppl in room, ask to talk to them so they can learn and proceed Roles of the Nurse in Teaching and Learning o Ethical responsibility to teach patients  Do they have a right to turn it down, are they incompetent, would you be ready to learn if you were in their situation?  Patients have the right to make informed decisions about their care o Patients and families have more questions  Can ask for more info  Who do you want present to answer these questions? o Address safety needs o Speak up S- speak up about your concerns  P- pay attention to your care  E- educate yourself about your illness  A- ask a trusted person to be your advocate  K- know which medications you take and why  U- use a hospital or provider that is well evaluated  P- participate in all decisions of your care Teaching and Learning o Teaching- interactive process consisting of actions that help a learner gain new knowledge, behaviors, attitude or skills o Learning- purposeful acquisition of knowledge, skills, behaviors, and attitudes driven by specific client goals  Attainment of new knowledge, attitude, behaviors, and skills  Passive and active learning Role of the nurse in patient education o One of the most important roles for a nurse in any health care setting o Teach information that the family and patient need to know to make informed decisions  Ethnical responsibility  Accurate, complete, and relevant o * important role that student nurses undertake o Nurses contend with multiple factors that affect patients  Lengths of stay  Increase demand on the nurse’s time o Help with your ability to provide quality patient education o Creating a well-designed, comprehensive teaching plan that fits your patient’s unique learning needs can reduce health care costs, improve quality of care, and keep patients better informed about their individualized treatment plan o Nurse ensures that patients, families, and communities receive information needed to promote, restore, and maintain optimal health Health literacy

o Cognitive and social skills that determine the motivation and ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health  Health literacy also includes patient’s reading and mathematics skills, comprehension, and decision-making and function skills with regard to health care

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Additional notes, health literacy o Cognitive and social skills that determine the motivation and ability of individuals to again access to understand and use info  Elderly, minorities, immigrants, person of low income, mental illnessgreatest risk for health literacy Cognitive domains o Cognitive  Includes all intellectual behaviors and requires thinking  Brain, is your patient able o Affective  Deals with expression of feelings and acceptance of attitudes, opinions, or values  Psychomotor- understanding and doing it “teach back” o Psychomotor  Involves acquiring skills that require integration of mental and muscular activity  Ex: diabetes needs to understand how to set up and need to be able to do it Teaching strategies o Discussion  One on one or in groups  Lecture, question and answer session  Cognitive o Role play Affective, tell me how are you feelings, what has you concerned about this o Demonstration/ return demonstration  Teach back  Psychomotor  I have shown you and told you, watch now, I want you to show me you can do it  Diabetic, open wound care, folly, jpdrain Patient learning objectives o What do you want the patient to know/do? o Should be patient specific o The patient will……  Care plan Evaluation o Did patient achieve learning objectives?  If they did not discontinue

o Discontinue, adjust, or amend the plan  Start over o Must document the teaching and the outcomes...