nursing - health teaching

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Nursing Fundamentals Focus XIII
Health Teaching Module
Objectives
• List 3 major purposes of health teaching and
give examples of each.
• Explain the 3 steps of assessment required to
define the client’s learning need. Identify the
major tasks involved in each step.
• Describe 3 different types of learning. Give
examples of tasks with each type of learning.
• Discuss the factors to be considered for planning
the effective “teaching–learning situation”
•An integral part of the nursing professional
role
–Important independent nursing function
–Right of all clients
•A Patient’s Bill of Rights–1992
–State nurse practice acts
•A function of nursing
•Legal and professional responsibility
– JCAHO
•evidence that patients and family have been
taught and understand
Health Teaching
•Three major purposes of health teaching
–Promoting health
–Prevention of illness
– Coping with illness and disability
Health Teaching
•Promoting Health
– Increasing level of wellness
–Growth and development topics
–Fertility control
–Hygiene
–Nutrition
– Exercise
–Stress management
–Lifestyle modification
–Resources within the community
Health Teaching
•Prevention of illness/injury
–Health screening
–Reducing health risk factors
– Specific protective health measures
– First aid
–Safety
Health Teaching

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•Coping with illness and disability
–Adaptations in lifestyle
–Problem-solving skills
–Adaptation to changing health status
– Strategies to deal with current problems
•Medications, home treatments, diet, activity
limitations
–Strategies to deal with future problems
•Pain, cancer, surgery, treatments
– Referrals to other agencies or services
–Facilitation of a strong self image
–Grief and bereavement
Health Teaching
Basic right of every patient
How is health education legally mandated in nursing
practice?
•Evidence that patients and significant others understand
what has been taught
•Evaluate literacy, educational background
•Language skills, cultural considerations
•Reducing health risk facotrs
•Increase level of wellness
•Specific protective health measures
The acquisition of knowledge, behavior or skill
-through experience, practice, study, instruction thus
changing behavior
This is ______________.
•Assessment of the Patient’s Learning
Needs
–Primary Health Problem
–Health Beliefs
–Cultural Factors
–Learning Style
–Support System
Basic right of every patient
•General Data Collection
–Age
•Developmental considerations
•Slower psychomotor skills
•Slower recall
–Primary Health Problems
•Knowledge deficit? Misinformation?
•No longer manage ADL?
–Health Beliefs
•How does client see general health?
•Preventive measures for maintaining health?
•What changes would client be willing to make?
Basic right of every patient
• Cultural Factors
–Language
–Other health practitioners
–Herbs or homeopathic medications
–Conflict in care?
•Learning style
–Age and developmental level
–Level of education
–Like to read?
–How do you learn best?
•Support system
–Who is there to help you
Basic right of every patient

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•Illness
•Pain
•Prognosis
•Biorhythms
•Emotion (anxiety, denial, depression, fear)
•Language
•Age
•Culture
• Disabilities
Barriers to Learning
The Teaching process vs. the Nursing process
Teaching Process
1. Collect data, analyze
learning strengths/deficits
2. Make educational
diagnoses
3. Prepare teaching plan
–Learning outcomes
–Prepare content/time
–Select teaching strategies
4. Implement teaching plan
5. Evaluate client learning
Nursing Process
1. Collect data: analyze
strengths and deficits
2. Make nursing diagnosis
3. Plan nursing goals /
outcomes
–Select Interventions
4. Implement nursing
strategies
5. Evaluate outcomes
based on goal criteria
• What is the function of the client teaching plan?
–Activities intended to produce learning
–Dynamic interaction between teacher and learner
•Exchange of information, emotions, perceptions, attitudes
–Take the patient from dependence to independence
–Assess previous experiences as resources for learning
–Goal to meet a need in the life situation
–Present useful, timely material to meet a need
• What are the elements of an objective?
Learning objectives
Types of Learning
•Cognitivism
– Learning is a complex cognitive activity
–Information is structured and processed
–Perceptions are highly personal
– Social, emotional and physical context to
learning
– Relies on developmental and personal
readiness
Types of Learning
•Bloom’s domains of learning
–Cognitive –Thinking
–Affective –Feeling
–Psychomotor –Skills
Types of Learning
•Cognitive Domain
–Thinking domain
•Knowing, comprehending, applying, analysis,
synthesis and evaluation
•Affective Domain
–Feeling domain
•Specifies degree of person’s depth of emotional
response to tasks
•Feelings, emotions, interest, attitudes,
appreciations
Types of Learning

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•Psychomotor domain
–Skill domain
•Motor skills –injections, dressing changes,
medication
•Include all domains in teaching plan
–Teaching to give insulin
•Skill
•Why Insulin is needed
•What to do when not feeling well
•Accept chronic nature of disease/health promotion
Types of Learning
Principles for Effective
Teaching and Learning
•Conditions for Effective Learning
•Conditions for Effective Teaching
• (Part of group project to explore these areas)
Health teaching
•What are the factors that effectclient teaching?
•How?
Page 503-504-Berman
Factors facilitate learning
Name 2 factors that facilitate the learning process
1.
2.
Assessment of need
What are the steps needed to define learning
needs?
Blooms taxonomy:
Classified cognitive behaviors in an ordered hierarchy
Knowledge: Recall data or information. Example: tell normal lab value from memory
to a patient.
Comprehension: Understand the meaning, translation, interpolation, and
interpretation of instructions and problems. State a problem in one's own words.
Application: Use a concept in a new situation or unprompted use of an abstraction.
Applies what was learned in the classroom into novel situations in the work place.
Analysis: Separates material or concepts into component parts so that its
organizational structure may be understood. Distinguishes between facts and
inferences.
Synthesis:Builds a structure or pattern from diverse elements. Put parts together to
form a whole, with emphasis on creating a new meaning or structure.
Evaluation: Make judgments about the value of ideas or materials.
Formulate examples of each learning behavior! Page 277-278
Cognitive: Mental Skills (Knowledge)

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Receiving
Awareness, willingness to hear, selected attention. Example: Listen for and remember
the name of newly introduced people.
Responding: Active participation on the part of the learners. Attends and
reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
responding, willingness to respond, or satisfaction in responding
Valuing:The worth or value a person attaches to a particular object,
phenomenon, or behavior. This ranges from simple acceptance to the more complex
state of commitment. Valuing is based on the internalization of a set of specified values,
while clues to these values are expressed in the learner overt behavior and are often
identifiable.
Organizing:Organizes values into priorities by contrasting different values,
resolving conflicts between them, and creating an unique value system. The emphasis
is on comparing, relating, and synthesizing values.
Characterizing: Has a value system that controls their behavior. The behavior is
pervasive, consistent, predictable, and most importantly, characteristic of the
learner. Instructional objectives are concerned with the student's general patterns of
adjustment (personal, social, emotional). .
Affective (Attitude)
Perception:Has a value system that controls their behavior. The behavior is
pervasive, consistent, predictable, and most importantly, characteristic of the
learner. Instructional objectives are concerned with the student's general patterns of
adjustment (personal, social, emotional). Example:detects non communication cues
Set:Readiness to act. It includes mental, physical, and emotional sets
Guided response:The early stages in learning a complex skill that includes imitation
and trial and error. Adequacy of performance is achieved by practicing.
Mechanism:This is the intermediate stage in learning a complex skill.
Complex overt response:The skillful performance of motor acts that involve
complex movement patterns.
Adaptation:Skills are well developed and the individual can modify movement
patterns to fit special requirements
Origination:Creating new movement patterns to fit a particular situation or specific
problem.
Formulate examples of each learning behavior!Page 278
Psychomotor
Across a life span
Compare and contrast learning needs of age groups and suggested teaching
Strategies
• What are the purposes of learning objectives?
• Which of the learning domain(s) would be necessary
to teach a client to learn to give themselves a
heparin injection?
•What methods can be utilized to evaluate clients
learning? What is the primary focus of evaluation?
•What are the Nsg Dx(s) related to client education?
• What does complex overt psychomotor learning
mean? How can it be achieved?
Module questions
•Name 3 education related nursing diagnosis?
•Complimenting a client immediately after
demonstrating something learned is
inappropriate! True or False
•Role playing is a demeaning learning activity
for the patient and should not be used in the
teaching plan. True or False
Module questions
Harkreader H.& Hogan.M. (2007)The Fundamentals of Nursing Caring and Clinical Judgment (3
rd
ed.) St. Louis
MO:Saunders
Andrews M . & Boyle J.(2003) Transcultural Concepts In Nursing Care (4
th
ed.) Philadelphia PN: Lippincott Williams&
Wilkins
Satterly, F. (2004) Where Have The Nurses Gone? Impact of The Nursing Shortage on American Healthcare. Amherst NY:
Prometheus Books
Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain.New York: David McKay Co
Inc.
Krathwohl, D. R., Bloom, B. S., & Bertram, B. M. (1973). Taxonomy of Educational Objectives, the Classification of
Educational Goals. Handbook II: Affective Domain.New York: David McKay Co., Inc.
Bibliography

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Blessings and respect