| A | B |
|---|
| TEACHING A PATIENT | IS DONE TO ASSIST IN THE PREVENTION OF ILLNESS OR THE PROMOTION OF WELLNESS |
| NURSES TEACH PATIENTS | WHAT THEY NEED TO KNOW ABOUT THEIR DISEASE OR DISORDER, DIET, MEDS, TREATMENT AND SELF CARE |
| THE PATIENT MUST | BE TAUGHT HOW TO CARE FOR HERSELF AT HOME BEFORE DISCHARGE |
| DISCHARGE PLANNING | REQUIRES LOOKING AHEAD TO WHAT THE PATIENT WILL BE FACING WHEN RETURNING HOME, IT IS A PROCESS THAT BEGINS AT THE TIME OF ADMISSION |
| PEOPLE LEARN IN THREE WAYS | 1, VISUAL LEARNING WITH THE EYES, 2, AUDITORY LEARNING WITH THE EARS, 3, KINESTHETIC LEARNING BY WHAT THEY DO AND TOUCH |
| LEARNING IS CHARACTERIZED | BY DOMAINS |
| COGNATIVE DOMAIN | THE LEARNER TAKES IN AND PROCESSES INFORMATION BY LISTENING TO OR READING THE MATERIAL |
| AFFECTIVE DOMAIN | THE MATERIAL IS PRESENTED IN A WAY THAT APPEALS TO THE LEARNERS BELIEFS, FEELINGS, VALUES (PEOPLE MUST VALUE CLEANLINESS BEFORE YOU CAN TEACH THEM TO WASH THEIR HANDS OFTEN) |
| PSYCHOMOTOR DOMAIN | THE LEARNER PROCESSES THE INFORMATION BY DOING--BY CARRYING OUT A TASK.. |
| ASSESSMENT OF LEARNING NEEDS | YOU MUST KNOW WHAT A PATIENTS NEED TO LEARN, KNOW ABOUT THEIR CONDITION, DIET, ACTIVITIES, MEDS, WOUND CARE, TREATMENTS, SELF CARE |
| BASIC SURVIVAL SKILLS ARE TAUGHT FIRST | AND AFTER DISCHARGE THE ADVANCED SKILLS ARE TAUGHT IN GROUP OR PRIVATE SESSIONS, OFTEN A HOME HEALTH NURSE WILL |
| FACTORS AFFECTING LEARNING | BEFORE BEGINNING TO TEACH, YOU MUST ASSESS THE PATIENTS ABILITY TO LEARN, VISION, HEARING, IMPAIRED MOTOR FUNCTION... |
| CULTURAL FACTORS AND EXPECTIONS | IS IS NECESSARY TO WORK WITHIN THE PATIENTS VALUES AND CULTURAL SYSTEM |
| CONFIDENCE AND ABILITIES | YOU MUST EXPLORE THE PATIENTS FEELINGS, ENHANCE THEM, BREAK TEACHING DOWN IN SMALL STEPS, PRAISE/ENCOURAGE, |
| WHEN TEACHING A CHILD | IT IS BEST TO KEEP WITHIN THE CHILDS ABILITIES AND USE CONCRETE METHODS, PLAY TECHNIQUES ARE SUCCESSFUL ALSO, DOLLS, TOYS, MUST BE DONE IN SHORT SEGMENTS/FOR SHORT ATTENTION SPAN |
| WHEN TEACHING ELDERLY | THE PACE IS SLOWED TO ALLOW MORE TIME FOR PROCESSING INFO |
| NEVER ASSUME PATIENTS ARE | LITERATE, MAY NOT BE ABLE TO READ ANOTHER LANGUAGE, KNOW EDUCATIONAL LEVEL |
| ASSESS WHAT PATIENTS ALREADY KNOW | SO THAT YOU CAN BUILD UPON THEIR CURRENT KNOWLEDGE |
| SPECIAL CONSIDERATION TEACHING THE ELDERLY | TURN OFF TV/LIMIT DISTRACTIONS, GOOD LIGHTING, PRINTED MATERIALS, GLASSES IF NECESSARY, HEARING AID, SHORT SENTENCES, MED TERMS TO A MINIMUM, REVIEW FOR COMPHRENSION, |
| READINESS TO LEARN | MOTIVATION PLAYS A LARGE ROLE IN GETTING THE PATIENT READY TO LEARN |
| WORK WITH PATIENTS | TO SHOW THEM THE ADVANTAGES OF LEARNING WHAT THEY NEED TO KNOW |
| KNOWLEDGE DEFICIT | LEARNING NEEDS |
| EXAMPLE OF KNOWLEDGE DEFICIT | KNOWLEDGE DEFICIT RELATED TO WOUND CARE IS ONE EXAMPLE |
| TEACHING PLAN | INVOLVES ANALYZING THE ASSESSMENT DATA, BEHAVIOR OBJECTIVES/GOALS, CREATING A PLAN FOR ASSISTING THE PATIENT TO ACHIEVE THESE GOALS IN MOST TIMELY AND EFFECTIVE MANNER |
| BEHAVIOR OBJECTIVES | REPRESENT THE DESIRED CHANGES OR ADDITIONS TO CURRENT BEHAVIORS AND ATTITUDES, THEY STATE WHAT YOU ARE TRYING TO TEACH THE PATIENT TO DO |
| COLLABORATION | WITH OHER HEALTH CARE PROFESSIONAL INVOLVED IN THE PATIENTS CARE IS ESSENTIAL |
| RESOURCES FOR TEACHING | VIDEOTAPES, PAMPHETS, HANDS ON EQUIPMENT |
| IMPLEMENTING THE PLAN | ARRANGE TO DO THE TEACHING IN A QUIET PLACE, FEW DISTRACTIONS, ONE ON ONE OR IN A GROUP, SIT WITH PATIENT, INVOLVE PATIENT, |
| WRITING DOWN THE STEPS OF A PROCEDURE | HELPS THE ELDERLY PERSON FOCUS AND INTERGRATE THE INFORMATION, IT ALSO AIDS RECALL OF THE INFO AND ASSISTS IN DIMINISHING ANY SENSORY DISTRACTION |
| RETURN DEMONSTRATION | EACH ONGOING TEACHING SECTION SHOULD BEGIN WITH A REVIEW OF WHAT HAS BEEN LEARNED, ASK THE PATIENT TO DEMONSTRATE DOING THIS |
| EVALUATION | IS THE CRITICAL STEP IN THIS PROCESS, IT INVOLVES OBTAINING FEEDBACK |
| FEEDBACK | RETURN OF INFORMATION ABOUT THE PROCESS |
| PREOPERATIVE TEACHING | IS A MAJOR PART OF PATIENT CARE |
| ESTABLISHING RAPPORT AND TRUST | ARE ESSENTIAL TO EFFECTIVE TEACHING |
| A TEACHING PLAN IS DEVISED AND DOCUMENTED BASED | ON THE PATIENTS LEARNING NEEDS, LEARNING NEEDS ARE PRIORITIZED |
| ONE OF THE PURPOSES OF TEACHING PATIENTS IS SO THAT THEY | CAN PROVIDE CORRECT SELF CARE AFTER DISCHARGE |
| LEARNING TO APPLY A DRESSING USING ASEPTIC TECHNIQUE BY DOING IT STEP BY STEP IS AN EXAMPLE OF | KINESTHETIC LEARNING |
| A NEWLY DIAGNOSED DIABETIC HAS STATED THAT HE DOESNT UNDERSTAND WHY HE NEEDS INSULIN. THIS STATEMENT INDICATES A LEARNING NEED ABOUT | THE DISEASE PROCESS OF DIABETES |
| WHICH OF THE FOLLOWING FACTORS WOLD NEED TO BE TREATED BEFORE A PATIENT COULD LEARN TO USE A WALKER PROPERLY | LEFT SIDED MUSCLE WEAKNESS FROM STROKE |
| WHEN TEACHING A YOUNG CHILD, IT IS APPROPRIATE TO | USE PLAY EQUIPMENT IN THE TEACHING PROCESS |
| AN APPROPRIATE TEACHING PLAN REQUIRES | COLLABORATION WITH OTHER HEALTH CARE PROFESSIONALS |
