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Client education moodle

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  • 1. Client Education NUR 101 – Fall
  • 2. Learning Domains COGNITIVE AFFECTIVE PSYCHOMOTOR Includes all intellectual behaviors and requires thinking Deals with expression of feelings and acceptance of attitudes, opinions, or values Involves acquiring skills that require integration of mental and muscular activity
  • 3. Teaching Methods Based on Learning Domains COGNITIVE AFFECTIVE PSYCHOMOTOR - Discussions one-on-one or group - Lecture - Question-and-Answer session - Role play - Computer assisted instruction
    • Discussions
    • Role play
    • Demonstration
    • Practice
    • Return demo
    • Independent projects
    • Games
  • 4. Nursing and Teaching Processes Steps NURSING PROCESS TEACHING PROCESS Assessment Collect data about physical, psychological, social, developmental, and spiritual needs from client, family, and Medical record Collect data about client’s learning needs, motivation, ability to learn, and teaching resources from client, family, and medical record Nursing Diagnosis Identify appropriate nursing diagnoses based on assessment findings Identify client’s learning needs on basis of three domains of learning Planning Develop individualized care plan collaborating with client Establish learning objectives, identify priorities and collaborate with client on teaching plan Implementation Perform nursing care therapies. Include client in care Implement teaching methods. Actively involve client/family Evaluation Identify success, alter interventions as needed Determine outcomes of teaching-learning process. Reinforce/alter information as needed
  • 5. Assessment TEACHING PROCESS Nurse will assess: -Current knowledge level of the drug Lasix (Furosemide) -Preferred learning style -Comprehension ability and reading level -Other factors that may affect learning of the drug for ex: sensory, cognitive, physical impairment, economic status, cultural influences, health beliefs and attitudes
  • 6. Nursing Diagnosis TEACHING PROCESS Knowledge deficit (cognitive) related to new experience of managing hypertension with Lasix ( Furosemide).
  • 7.
    • Cognitive Domain
      • Defines, Describes, Explains, Gives examples, Names, Labels, Prepares, States, Lists
    • Affective Domain
      • Answers, Chooses, Defends, Shares, Relates, Helps, Uses
    • Psychomotor Domain
      • Demonstrates, Shows, Starts, Works, Assembles, Changes, Organizes, Constructs, Creates
    Writing Learner Goals/Outcomes
  • 8.
    • Cognitive Domain (knowledge)
      • Lecture, one-on-one instruction
      • Discussion (factual questions and answers)
      • Simulation (application of knowledge in different context)
      • Independent study
      • Problem-solving (what if, discovery)
    Planning Teaching Strategies
  • 9.
    • Affective Domain (values)
      • Discussion and value clarification
      • Role-playing
      • Simulation
      • Discussion (factual questions and answers)
      • Modeling
    Planning Teaching Strategies
  • 10.
    • Psychomotor Domain (skill)
      • Skill demonstration
      • Talking the learner through the skill
      • Repeated practice
    Planning Teaching Strategies
  • 11. Planning TEACHING PROCESS Examples of writing goals under different learning domains: -The client will practice new health-related behaviors regarding using of Lasix for example: Checking blood pressure and heart rate regularly Weighing self-daily and monitoring intake and output. -The client will share his/her feelings related to taking Lasix for hypertension -The client will share his/her intentions to make needed changes in lifestyle including seeking help from health professional when needed -The client will give 5 examples of side effects of Lasix -The client will describe 3 indications of Lasix -The client will state how he plans to always have the drug available (…with 100% accuracy) (…by…the end of the teaching session; before discharge, etc) PSYCHOMOTOR AFFECTIVE COGNITIVE
  • 12. Implementation TEACHING PROCESS -Provide calm, quiet environment for learning to enable patient to process information regarding Lasix without distractions -If needed, limit length of each teaching session to avoid information overload -Establish environment of mutual trust and respect to enhance learning -Encourage patient to use memory aids such as alarms on watch and notepads to write questions regarding use of the drug -Involve caregiver in teaching session to reinforce information and ensure continuity of care -Encourage expressions of feeling related to use and side effects of the drug
  • 13. Evaluation TEACHING PROCESS Patient expresses increased understanding and is able to describe what was learned about Lasix medication. Examples: -Patient states at least 5 side effects of Lasix and expresses understanding of how being aware of these side effects will help him/her take medication safely and efficiently. -Patient describes at least 2 basic concepts relevant to the use of Lasix and its impact on activities of daily living. (Patient understands medication may cause dizziness and he/she will avoid driving or using machines; he/she understands that skin may become more sensitive to sunlight so sunscreen will be used when outdoors and use of tanning beds will be avoided).

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