Patient Teaching

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Patient Teaching and Health Education: 

Patient Teaching and Health Education Berndel Magamay , BSN, RN

Health Education: 

Health Education An essential component of nursing care Directed toward promotion, maintenance, and restoration of health and toward adaptation to the residual effects of illness

Learning readiness: 

Learning readiness

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Assist the patient in physical readiness to learn Try to alleviate physical distress that may distract the patient's attention and prevent effective learning 1

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Assess and promote the patient's emotional readiness to learn Motivation to learn depends on: Acceptance of the illness or that illness is a threat Recognition of the need to learn Values related to social and cultural background Therapeutic regimen compatible with the patient's lifestyle 2

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Promote motivation to learn: Create a warm, accepting, positive atmosphere Encourage the patient to participate in the establishment of acceptable, realistic, and attainable learning goals Provide constructive feedback about progress

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Assess and promote the patient's experiential readiness to learn. Determine the following: what experiences the patient has had with health and illness what success or failure the patient has had with learning what basic knowledge the patient has on related topics 3

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Provide the patient with prerequisite knowledge necessary to begin the learning process

Teaching strategies: 

Teaching strategies

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Patient education can occur at any time and in any setting Consider the following: How conducive the environment is to learning? How much time you are able to schedule? What other family members can attend the teaching session?

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Use a variety of techniques that are appropriate to meet the needs of each individual

Lecture or Explanation : 

Lecture or Explanation Should include discussion or a question-and-answer session

Group Discussion : 

Group Discussion E ffective for individuals with similar needs P articipants commonly gain support, assistance, and encouragement from other members

Demonstration and Practice : 

Demonstration and Practice Should be used when skills need to be learned A mple time should be allowed for practice and return demonstration

Teaching aids : 

Teaching aids B ooks, pamphlets, pictures, slides, videos, tapes, and models Should serve as supplements to verbal teaching C an be obtained from government agencies, nonprofit groups, various internet health web sites, pharmaceutical and insurance companies

Reinforcement and follow-up sessions: 

Reinforcement and follow-up sessions Offer time for evaluation and additional teaching, if necessary C an greatly increase the effectiveness of teaching

Documentation: 

Documentation Document patient teaching: What was taught? How the patient responded? Use standardized patient teaching checklists if available

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Thank You