Chapter 5 Patient and Family Teaching

The Teaching/Learning Process Teaching: an interactive process that promotes learning Learning: acquiring new knowledge or skills Motivate patient Encourage patient participation

The Three Domains of Learning Cognitive domain Affective domain Psychomotor domain

Motivation Best learning with inner motivation Most adults are visual learners All three domains of learning help to evaluate teaching effectiveness

Patient Teaching Essential task Established relationship Use of teaching/learning principles Supply the patient with information and evaluate understanding

Patient–Nurse Relationship Mutual trust and respect Nurses who understand changing health care system and practice good health communication skills can empower patients, resulting in better outcomes

Adult Learning Demonstrate technique Supervise the practice Help patient get ready Allow patient to perform the task

Good Health Communication Assessment and intervention to enhance health literacy have cultural competency provide resources for those with limited English proficiency

The Nursing Process as a Framework for Patient Teaching #1 Identify patient health needs Devise a plan of care Initiate the plan Evaluate effectiveness of plan

The Nursing Process as a Framework for Patient Teaching #2 Assessment Gather data Develop an effective teaching plan Assess individual’s learning ability Determine purpose of assessment

The Nursing Process as a Framework for Patient Teaching #3 Nursing diagnoses Effective Individual Therapeutic Regimen Management Ineffective Therapeutic Regimen Management Deficient Knowledge

The Nursing Process as a Framework for Patient Teaching #4 Planning Actual development: use strategies Develop individualized teaching plan Select relevant information

The Nursing Process as a Framework for Patient Teaching #5 Implementation Actual performance: interventions identified in teaching plan Put the plan into action Begin teaching

The Nursing Process as a Framework for Patient Teaching #6 Evaluation Evaluate patient’s knowledge of materials presented Factual material: ask patient to list/repeat information presented