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Process of patient teaching

Process of Patient teaching

  • Assessment of Learning needs involves 4 main areas:
    • Physical factors
      • What is the patient’s age?
      • Is the patient acutely ill?
      • Is the patient fatigued or in pain?
      • What is the primary diagnosis?
      • Are there additional medical problems?
      • What is the patient’s current mental status?
      • What is the patient’s hearing ability? Visual ability? Motor ability?
      • What drugs does the patient take that may affect learning?
    • Psychologic factors
      • Does the patient appear anxious, afraid, depressed, and defensive?
      • Is the patient in a state of denial?
      • What is the patient’s level of motivation? Self-efficacy?
    • Sociocultural factors
      • What are the patient’s beliefs regarding his or her illness or treatment?
      • Is proposed teaching consistent with the patient’s cultural values?
      • What is the patient’s educational experience, reading ability, primary language?
      • What is the patient’s present or past occupation?
      • How does the patient describe his or her financial status?
      • What is the patient’s living arrangement?
      • Does the patient have family or close friends?
    • Learner factors
      • What does the patient already know about his or her health problem?
      • What does the patient think is most important to learn?
      • What prior learning experiences could act as a frame of reference for current learning needs?
      • Is the patient ready to learn? Change behavior?
      • How does the patient learn best (e.g., reading, listening, looking at pictures, doing, playing games)?
      • In what kind of environment does the patient learn best? Formal classroom? Computer/Web-based setting? Informal setting, such as home? Alone or in a group?
      • In what way should the caregiver(s) be involved in patient teaching?
  • Assessment
    • Many factors influence ability and readiness to learn
    • Adapt and modify teaching expectations and strategies based on individual and caregiver learning needs
  • Learner Factors
    • Learning needs
      • New knowledge and skills needed to meet goals
      • What you think is important may be different from what patients want to know
    • Learner Factors
      • Readiness to learn
        • Motivation
        • Stages of change
        • Positive reinforcement
      • Learning styles
        • Visual
        • Auditory
        • Physical
    • Diagnosis
    • Planning
      • Setting goals
      • Setting priorities
      • Select teaching strategies based on 3 factors:
        • Patient characteristics
          • Learning style, educational background, culture, language skills, and nature of illness
        • Subject matter
        • Available resources
    • Teaching using discussion (“teach back”) and demonstration/return demonstration (“show back”) increases successful learning by the patient

Technology

  • Help patients sift through information to decide if it is valid, reliable, and usable

The post Process of patient teaching appeared first on Frontline ER.



This post first appeared on When You Should Visit For Emergency Room Services?, please read the originial post: here

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Process of patient teaching

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