Week 6 Nurse Theory Sem 1 PDF

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Week 6 – Patient Education Learning Objectives 1. Define “Teaching” and explain the goals related to patient education.

2. Differentiate between the various domain of learning and provide an example of each

Answers Teaching: an interactive process that provides information Goals related to patient education: The goal is to provide information to patient and families to help them achieve their goal There are 3 domains of learning: Cognitive(understanding): Intellectual behaviours and requires thinking. (ie, discussion, lecture, independent project, story-telling) Affective(attitudes): Expressions of feelings and acceptance of attitudes/opinions/values (ie, role play, discussion in groups or one on one) Psychomotor (motor skills): obtain skills that require mental and muscular activity. (ie, demonstration, practice, independent project & games).

3. Explore the basic learning principles and describe how these principles can affect your teaching and patient learning

Learning Principles: - Environment: such as; hospital, community, home, etc.  a quiet place with few distractions and interruptions to help them concentrate. Well lit, well-ventilated room and comfortable furniture and temperature.  nurses can adapt to the environment as much as possible to provide privacy and minimize distractions by asking patient a specific time and date, preferred setting. Ability to learn: such as; emotional, intellectual and physical capabilities.  If the patient is too emotional, it can prevent them from learning. Ie, if a patient has severe anxiety, it will create inability to focus because they feel over-whelmed with emotions and anxiety.  Nurses must be sensitive to patient’s level of emotions. If they find that their patient is too anxious, they must find ways to alleviate the anxiety by teaching relaxation techniques before attempting to teach them a task or a procedure. -

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Learning type and preference: Everyone has different levels of

intellectual ability.  Therefore, nurses must assess a patient’s knowledge and intellectual level before beginning to teach a plan. (ie, reading a medication level to identify reading and comprehension skills, measuring portions that requires ability to perform mathematical calculations, etc) Motivation to learn: A person’s desire or willingness to learn and it influences a person’s behaviour.  If a person is not ready or does not want to learn, they will likely not learn anything.  The stimuli for motivation vary between individuals and may be social, task mask mastery, social approval or self-esteem. (ie, the motivation to exercise may be linked to the social aspects of exercise activities. -

4. Examine the relationship between the Nursing Process and the Teaching Process

There is a relationship that exist between the Nursing Process and the Teaching process but they are NOT the same!! Nursing process: Requires assessment of all data  like a nurse detective. Collecting all data of the patient, patient interview, patient history, much more broad… Teaching process: Focuses on patients learning needs and ability to learn.  assessing the things that the patient need to learn, assess the knowledge they currently have of the situation and/or their illness. i.

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Nurses need to assess all factors that influence content, ability to learn and resources available. Learning needs: through affective questioning during assessment phase, collecting data -> Through the time nurses spend with patient, it will help reveal their learning needs and what information they need to know further. Ability to learn: looking at body temperature, physical strength, oxygen level, reading level, developmental level, etc.. Motivation to learn: asking questions question that help determine whether the patient is willing to learn. Teaching environment: the comfort of the room, identify any distractions and interruptions and how it will impact the teaching process. Resources for learning: assess patient’s willingness of family involved, know where patients are getting their

5. What are the 6 transtheoretical Model of change and explain them.

information and knowledge from, discuss where they are getting their information and if it correct. Transtheoretical Model of change: Precontemplation: No intention or motivation of changing (ie, doesn’t want to work out or eat healthy foods) Contemplation: Aware that a problem exists but no commitment to taking action. (ie, aware that they are over-weight and very unhealthy, contemplating whether they should start working to be healthy) Preparation: Intent on taking action (ie, making a plan, wanting to start working out on certain date, explore options, etc) Action: Actively modify behaviours (ie, Doing the exercise, eating healthy food on the daily, working towards sustainable change) Maintenance: Sustained change and now has new behaviour to replace the old behaviour. (ie, solidify new behaviours to prevent from reverting back to old behaviour, finding ways to continue to a healthy path) Relapse: Fall back into old pattern of behaviour. (ie, gone through all of these steps but eventually fell back after a couple months of change)...