The document discusses health teaching in nursing. It outlines three major purposes of health teaching: promoting health, preventing illness, and coping with illness/disability. It describes the assessment required to define a client's learning needs, which involves collecting general data and assessing health beliefs, cultural factors, and learning style. Finally, it discusses factors that facilitate learning, types of learning domains, and principles for effective teaching and learning.

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Health Teaching
Nursing Fundamentals Focus XIII
• Three major purposes of health teaching
Health Teaching Module – Promoting health
– Prevention of illness
– Coping with illness and disability
Objectives Health Teaching
• List 3 major purposes of health teaching and • Promoting Health
give examples of each.
– Increasing level of wellness
• Explain the 3 steps of assessment required to
define the client’s learning need. Identify the – Growth and development topics
major tasks involved in each step. – Fertility control
• Describe 3 different types of learning. Give – Hygiene
examples of tasks with each type of learning.
– Nutrition
• Discuss the factors to be considered for planning
the effective “teaching–learning situation” – Exercise
– Stress management
– Lifestyle modification
– Resources within the community
Health Teaching Health Teaching
• An integral part of the nursing professional • Prevention of illness/injury
role – Health screening
– Important independent nursing function – Reducing health risk factors
– Right of all clients – Specific protective health measures
• A Patient’s Bill of Rights – 1992
– First aid
– State nurse practice acts – Safety
• A function of nursing
• Legal and professional responsibility
– JCAHO
• evidence that patients and family have been
taught and understand
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Health Teaching Basic right of every patient
• Coping with illness and disability
• Assessment of the Patient’s Learning
– Adaptations in lifestyle
Needs
– Problem-solving skills
– Primary Health Problem
– Adaptation to changing health status
– Health Beliefs
– Strategies to deal with current problems
• Medications, home treatments, diet, activity
– Cultural Factors
limitations – Learning Style
– Strategies to deal with future problems – Support System
• Pain, cancer, surgery, treatments
– Referrals to other agencies or services
– Facilitation of a strong self image
– Grief and bereavement
Basic right of every patient Basic right of every patient
• General Data Collection
How is health education legally mandated in nursing
practice? – Age
• Evidence that patients and significant others understand • Developmental considerations
what has been taught • Slower psychomotor skills
• Evaluate literacy, educational background • Slower recall
• Language skills, cultural considerations – Primary Health Problems
• Reducing health risk facotrs • Knowledge deficit? Misinformation?
• Increase level of wellness • No longer manage ADL?
• Specific protective health measures – 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
The acquisition of knowledge, behavior or skill
-through experience, practice, study, instruction thus • Cultural Factors
changing behavior – Language
– Other health practitioners
– Herbs or homeopathic medications
This is ______________. – 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
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Barriers to Learning Types of Learning
Types of Learning
• Illness • Cognitivism
• Pain – Learning is a complex cognitive activity
• Prognosis – Information is structured and processed
• Biorhythms – Perceptions are highly personal
• Emotion (anxiety, denial, depression, fear) – Social, emotional and physical context to
learning
• Language
– Relies on developmental and personal
• Age readiness
• Culture
• Disabilities
The Teaching process vs. the Nursing process Types of Learning
Teaching Process Nursing Process
• Bloom’s domains of learning
1. Collect data, analyze 1. Collect data: analyze – Cognitive – Thinking
learning strengths/deficits strengths and deficits – Affective – Feeling
2. Make educational 2. Make nursing diagnosis
– Psychomotor – Skills
diagnoses 3. Plan nursing goals /
3. Prepare teaching plan outcomes
– Learning outcomes – Select Interventions
– Prepare content/time 4. Implement nursing
– Select teaching strategies strategies
4. Implement teaching plan 5. Evaluate outcomes
5. Evaluate client learning based on goal criteria
Learning objectives Types of Learning
• What is the function of the client teaching plan?
– Activities intended to produce learning
• Cognitive Domain
– Dynamic interaction between teacher and learner – Thinking domain
• Exchange of information, emotions, perceptions, attitudes • Knowing, comprehending, applying, analysis,
– Take the patient from dependence to independence synthesis and evaluation
– Assess previous experiences as resources for learning • Affective Domain
– Goal to meet a need in the life situation – Feeling domain
– Present useful, timely material to meet a need • Specifies degree of person’s depth of emotional
response to tasks
• What are the elements of an objective? • Feelings, emotions, interest, attitudes,
appreciations
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Types of Learning Factors facilitate learning
• Psychomotor domain
– Skill domain Name 2 factors that facilitate the learning process
• Motor skills – injections, dressing changes,
medication
1.
• Include all domains in teaching plan 2.
– Teaching to give insulin
• Skill
• Why Insulin is needed
• What to do when not feeling well
• Accept chronic nature of disease/health promotion
Principles for Effective Assessment of need
Teaching and Learning
• Conditions for Effective Learning What are the steps needed to define learning
needs?
• Conditions for Effective Teaching
• (Part of group project to explore these areas)
Cognitive: Mental Skills (Knowledge)
Health teaching Blooms taxonomy:
Classified cognitive behaviors in an ordered hierarchy
• What are the factors that effect client teaching?
Knowledge: Recall data or information. Example: tell normal lab value from memory
• How? 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
Page 503-504-Berman 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
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Affective (Attitude)
Receiving
Module questions
Awareness, willingness to hear, selected attention. Example: Listen for and remember
the name of newly introduced people. • What are the purposes of learning objectives?
Responding: Active participation on the part of the learners. Attends and
• Which of the learning domain(s) would be necessary
reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
responding, willingness to respond, or satisfaction in responding to teach a client to learn to give themselves a
Valuing: The worth or value a person attaches to a particular object, heparin injection?
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, • What methods can be utilized to evaluate clients
while clues to these values are expressed in the learner overt behavior and are often
identifiable. learning? What is the primary focus of evaluation?
Organizing: Organizes values into priorities by contrasting different values, • What are the Nsg Dx(s) related to client education?
resolving conflicts between them, and creating an unique value system. The emphasis
is on comparing, relating, and synthesizing values. • What does complex overt psychomotor learning
Characterizing: Has a value system that controls their behavior. The behavior is mean? How can it be achieved?
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). .
Psychomotor Module questions
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
• Name 3 education related nursing diagnosis?
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.
• Complimenting a client immediately after
Mechanism: This is the intermediate stage in learning a complex skill.
demonstrating something learned is
Complex overt response: The skillful performance of motor acts that involve inappropriate! True or False
complex movement patterns.
Adaptation: Skills are well developed and the individual can modify movement
patterns to fit special requirements • Role playing is a demeaning learning activity
Origination:
problem.
Creating new movement patterns to fit a particular situation or specific for the patient and should not be used in the
Formulate examples of each learning behavior! Page 278
teaching plan. True or False
Across a life span Bibliography
Harkreader H.& Hogan.M. (2007) The Fundamentals of Nursing Caring and Clinical Judgment (3rd ed.) St. Louis
MO:Saunders
Andrews M. & Boyle J. (2003) Transcultural Concepts In Nursing Care (4th ed.) Philadelphia PN: Lippincott Williams&
Compare and contrast learning needs of age groups and suggested teaching Wilkins
Strategies
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.
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Blessings and respect
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