standards for patient education all state nurse practice acts recognize that the nurse is responsible for

pt education, accreditation agencies set guidlines ( in the US- the joint commission), all hcprofessionals must participate in pt and family education to meet standards
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Purposes of patient education promotion of health and illness prevention (pt edu is provided in home/schools/work), restoration of health ( pt needs info/will family be involved?), coping with impaired fxning (pts need knew knowledge & skills to do adls/ change in phys and psych)
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teaching an interactive process that promotes learning; most effective when it responds to a learners immediate needs
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learning purposeful acquisition of new knowledge, attitudes, behaviors, or skills

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learning objective what the pt. will be able to do after successful instruction, planning phase where we establish goals and outcomes
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role of the nurse in teaching and learning answer questions, provide info, clarify info (therapeutic technique)
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teaching as communication effective teaching depends in part on the effectiveness of the communication skills, influencing factors-attitudes/values/cultural preferences/emotions/past experiences/level of knowledge/literacy level/primary language
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teaching as communication have a method to evaluate the teaching and a way to provide reinforcement, how are we going to reinforce is key to learning
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cognitive learning what a pt knows and understands

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affective learning

includes feelings, attitudes, opinions, and values

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psychomotor learning acquisition of skills that require knowledge (someone learning to do an insulin injection)
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basic learning principles motivation to learn, readiness to learn, ability to learn

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motivation to learn if a person does not want to learn, it is unlikely that learning will occur, is often dependent on the pts situations and needs ( someone with a motivation to learn about survival vs pt needing knowledge for promoting health)
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attentional set mental state that allows the learner to focus on and understand the material (pain, nausea, fatigue, hunger, anxiety serve as barriers)
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readiness to learn is the person willing/able to accept the reality of illness thus, timing is important
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relationship b/n psychosocial adaptation to illness and learning denial or disbelief ( theres nothing wrong with me), anger ( complains, directs anger at nurse), bargaining(if god lets me live), resolution(expresses emotions and asks ?s), acceptance(recognizes reality of condition)
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if the client is not ready to learn ask for consent, but include family members when appropriate
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ability to learn depends of cognitive/developmental level and physical capabilities

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cognitive/developmental level infants-touch things, toddler-use play, preschooler-use role playing, schoolage child-teach psychomotor skills, adolescent-teach self expression, young or middle adult- encourage independent learning, older adult- teach when pt is alert and rested
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physical capabilities assess energy levels, strength, coordination, sensory acuity

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learning environment to promote a environment that is conducive to learning, consider the following: # of participants, privacy, room temperature, lighting, noise
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assessment 5 key areas-gather data about pts learning needs, literacy level, motivation, ability to learn, and teaching resources
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nursing diagnosis and the teaching process each diagnostic statement describes the specific type of learning needs and its cause
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nursing dxes that indicate learning needs ineffective health maintenance, deficient knowledge (affective, cognitive, motor), noncompliance (with meds), ineffective self health management, impaired home maintenance, ineffective family therapeutic regimen management
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planning and teaching process in terms of time shorter and more frequent topics present essential info first
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implementation and the teaching process if you do not know the pts reading level present it at a fifth grade level or lower, use words like shot instead of injection, walk instead of ambulate, tell pt to take medication before bedtime rather than at bedtime,, have pt teach back, observe pt
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teaching strategies lecture, 1:1 discussion, answering ?s, demonstration, group discussion, practice, printed and audiovisual materials, role playing, modeling, contracting, group teaching, computer assisted learning programs, problem solving, behavior modification
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guidelines for effective teaching teachable moments- care of skin during a bed bath establish rapport (in sync, relationship) employ organizers to introduce material
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reinforce learning use repitition to reinforce learning

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teaching clients of different cultures use visual aids, concrete words objects, actions, behaviors and persons(rather than abstract), use humor cautiously
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include family in planning and teaching hispanic americans black americans asian/pacific islanders
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clients time orientation-predominant orientation to the present include mexican american, navaho native american, appalachian, eskimo, and filipino americans.preventing future problems are less significant for these clients
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Evaluation and the teaching process pt education is not complete until the outcomes are evaluated, use demonstration, questions, observations, roleplaying, and discussions to evaluate if pt learning has occurred