1 chapter 8 client teaching. 2 teaching focuses on combinations of the following subject areas:...
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Teaching focuses on combinations of the following subject areas:Self-administration of medicationsDirections and practice in using equipment for
self-careDietary instructionsRehabilitation programAvailable community resourcesPlan for medical follow-upSigns of complications and actions to take
Importance of Client Teaching
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Four progressive stages of learning 1. Recognition of what has been taught
2. Recall or description of information to others
3. Explanation or application of information
4. Independent use of new learning
Stages of Learning
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Assessing the Learner
To implement effective teaching, determine the client’s:
1.Preferred learning style.
2.Age and developmental level.
3.Capacity to learn
4.Motivations.
5.Learning readiness.
6.Leaning needs.
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Learning Styles
Learning style referred to “The manner in which a person prefer to acquire knowledge“
Three general domains
1. Cognitive domain: style of processing information by listening or reading facts and descriptions
e.g. ( listing, identifying, locating,
summarizing, selecting…..)
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Learning Styles (cont’d)
2. Affective domain: style of processing information that appeals to a person’s feelings, beliefs, or values
e.g. (supporting, accepting, refusing, defending.…..)
3. Psychomotor domain: style of processing information that focuses on learning by doing
e.g. (assembling, changing, filling, adding, removing.…..)
refer p. 106+107
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Age and Developmental Level
Age-related categories of learning
1. Pedagogy
Science of teaching children or those with cognitive ability comparable to children
2. Androgogy
Principles of teaching adult learners
3. Gerogogy
Techniques that enhance learning among older adults
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Age and Developmental Level (cont’d)Unique characteristics of young adults:
1. Technologically literate, having grown up with computers
2. Prefer visualizations, simulations, and other methods of participatory learning and quick responses
3. Expect immediate answers and feedback
4. Become bored with memorizing information and doing repetitious tasks
5. Like a variety of instructional methods from which they can choose
6. Respond best when they find the information to be relevant
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Related differences among learners
PedagogyAndrogogyGerogogy
Physical immaturePhysically matureUndergoing degenerative changes
Lack experienceBuilding experienceVast (huge) experience
Compulsory learnerVoluntary learnerCrisis learner
Short attention spanLonger attention spanAttention affected by low energy level, fatigue, and anxiety.
Need direction and supervision
Self-directed and independent
Need structure and encouragement
Need immediate feedback
Can postpone feedbackRespond to frequent feedback
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Capacity to Learn Literacy
1. Determine client’s level of literacy (Ability to read and write) before developing teaching plan• Illiterate :Unable to read or write
2. Protect client’s self-esteem by asking, “How do you learn
best?”
3. Use verbal and visual modes for instruction
4. Repeat directions several times in same sequence
5. Provide pictures, diagrams, or tapes (audio and video) for
future review
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Capacity to Learn (cont’d)
Sensory deficits
o Older adults
o May have visual and auditory deficits
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Capacity to Learn (cont’d)
Attention and concentrationAffect duration and teaching methods that are
appliedHelpful approaches:
o Implement health teaching when most alert and comfortable
o Keep teaching session short
o Use client’s name frequently
o Show enthusiasm
o Use colorful materials
o Involve client in an active way
o Vary tone and pitch of voice
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Motivation
Learning is optimal: when person has purpose for acquiring new information
Desire for learning: to restore independence, prevent complications and to return home
Less desirable reasons: to please others, to avoid criticism
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Learning Readinessاالستعدادية للتعلم
Readiness refers to client’s physical and psychological well-being
If client in pain, too warm or cold, dyspnea, fearful, depressed…. In these situations, restore comfort and then teach….
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Learning NeedsTeaching and learning is individualized .
Questions the nurse can ask to assess client’s learning needs:• What does being healthy mean to you?• What things in your life interfere with being healthy?• What activities do you need help with?• What do you hope to accomplish before being
discharged?• How can we help you at this time?