Planned interaction Promotes behavioral change Not result of maturation or coincidence (continued)
Teaching Active process Learning Assimilating information with change in behavior
Promotion of wellness Prevention of disease and injury Restoration of health Facilitation of coping abilities
Relevance Motivation Readiness Maturation Reinforcement Participation Organization Repetition
External barriers: Environmental Sociocultural Internal barriers: Psychological Physiological
Cognitive Intellectual understanding Psychomotor Motor skills Affective Emotions and attitudes
Legal aspects: Health teaching is essential function of nursing Required in nurse practice acts of most states Mandated by several accrediting bodies (continued)
Documentation aspects: Content Teaching methods Who was taught Client and family response
All people capable of learning Children Adolescents Older adults
Interdependent processes Consist of: Assessment Diagnosis Planning Implementation Evaluation (continued)
Assessment Learning styles: Visual Auditory Kinesthetic Learning needs Potential learning needs (continued)
Assessment Ability to learn Readiness to learn Client’s strengths Previous experience and knowledge base (continued)
Nursing diagnosis Deficient knowledge Lack of knowledge Primary barrier to learning May be component of other nursing diagnoses in which risk or impaired behavior exists (continued)
Planning and outcome identification Content Methods Individuals Timing Location Goal setting (continued)
Planning and outcome identification Teaching vulnerable populations Developmental delays Chronic illness Low literacy skills Sensory impairments (continued)
Implementation Knowledge base Interpersonal skills Teaching clients at home (continued)
Evaluation Learning Verbal questioning Observation Return demonstration Written follow-up Evaluation Teaching Feedback from learners, colleagues, and situations Self-evaluation