The document discusses patient teaching by nurses. It defines patient teaching as informing patients to secure consent, cooperation, and compliance. The main purposes of patient teaching are to maintain health, prevent illness, and teach patients to cope with their condition. The process of patient teaching involves assessing learning needs, developing objectives, planning and implementing teaching, evaluating learning, and documenting. Key aspects of effective patient teaching include considering the patient's condition, background, and ensuring the environment supports learning.

1. Patient Teaching
Unit IV FON
Ajay Magar
M.Sc.(N)

2. Definition of Patient Teaching
“The process of informing a patient about
a health matter to secure informed
consent, patient cooperation, and a high
Patient Teaching
level of patient compliance.”
(Mosby's Dental Dictionary, 2nd edition. © 2008 Elsevier, Inc.)

3. Patient Teaching
Nurse can perform patient Teaching as and when
required.
This could be more fruitful if it is planned properly
after the assessment, nurse understands the
clients educational background, his perception
about health , illness, his disease condition and
overall his knowledge.
Nurse should always be ready for incidental Health
Teaching to the patient depending on the
situation and the need and the incident.

4. Purposes of Patient Teaching
• The three main purposes of patient education
are
1. To maintain and promote health
2. Prevent illness, restore the patient’s health,
3. Teach the patient how to cope with their
condition.

5. • So in order to fulfill these goals, it is the
responsibility of the nurse to educate the
patient appropriately and successfully in order
to receive understanding from the patient. To
do so, there are some imperative (important)
components the nurse needs to consider
before following through with the teaching
process.

6. Prerequisites(Preliminary assessment) of Patient
Education
1. Before even starting to educate the patient,
the nurse must always assess the patient to
see what type of environment will be most
beneficial for them and factors that may
interfere.
2. Another component to consider about the
environment is appropriate lighting,
temperature, and furniture.

7. 3. Along with comfort, it is important to always
asses the patient for any pain before proceeding.
Pain would interfere with my patient’s necessary
level of strength in order to perform learned skills
and distract them from the learning material.
Also she should be well-rested in order to stay
alert and fully engaged in discussions for
maximum learning. The patient should always be
assessed for coordination and sensory acuity as
well in order for them to perform certain motor
skills and receive and respond to messages being
taught. Lastly, the nurse must take into
consideration their condition and how it may
interfere with the learning process.

8. Importance of Patient Teaching
• Patient education enables patients to assume
better responsibility for their own health care,
improving patients’ ability to manage acute and
chronic disorders.
• Patient education provides opportunities to
choose healthier lifestyles and practice
preventive medicine.
• Patient education attracts patients to the
provider and increases patients’ satisfaction with
their care, while at the same time decreasing the
provider’s risk of liability.
•

9. Importance of Patient Teaching conti..
• Patient education promotes patient-centered
care and as a result, patients’ active involvement
in their plan of care.
• Patient education increases adherence to
medication and treatment regimens, leading to a
more efficient and cost-effective health care
delivery system.
• Patient education ensures continuity of care and
reduces the complications related to illness and
incidence of disorder/disease.
• Patient education maximizes the individual’s
independence with home exercise programs and
activities that promote independence in activities
of daily living as well as continuity of care.

10. Process of Patient Teaching/Education
The process of patient teaching refers to the steps
you follow to provide teaching and to measure
learning.
The steps involved in the teaching-learning process
are:
1. Assessing learning needs
2. Developing learning objectives
3. Planning and implementing patient teaching
4. Evaluating patient learning
5. Documenting patient teaching and learning

11. 1. Assessing the Learning needs
Learning needs vary according to the patients
health status every time during his stay in the
hospital and even after the follow up visits.
e.g. On admission the patient teaching would
include the ?????
Before starting of the treatment patient would want
to know???
Before the surgery or during any special treatment
or investigation patient must understand it…….

12. 2. Developing learning objectives
• What you want to achieve at the end of the
teaching should reflect in the learning
objectives of the patient.
• Objectives should be achievable and
assessable.
• Mention clearly what is expected form the
patient in relation to his attitude, lifestyle,
understanding etc.

13. Planning and implementing patient teaching
 Always be ready for patient teaching.
 P.T can be more fruitful if it is well planned and
organised.
 Planning is done according to the need of the patient.
 Environment, Time of the P.T., patients health status
has be taken into consideration.
 Good to take an appointment with the patient and fix
the time of the P.T. and also tell the approximate time
you are going to require.
 Use of charts, flash cards, posters can be useful.
 Introduce the topic and also don’t forget to tell the
patient and the family that they may stop you anytime
during the patient teaching to clear their doubt.
 Before ending the P.T. confirm that client understood
the topic and also whether the objectives of the P.T. are
achieved.

14. Evaluating the patient teaching
• Check out the P.T. objectives.
• Evaluate the P.T. according to the objectives
met/unmet/needs more time to change the
attitude of the patient.
• Take feed back from the patient, family
members, and other patients if at all they
were attending the P.T.

15. Documenting the P.T.
• Document the Patient Teaching, along with the
Topic, Time, patients response and number of
participants who attended the P.T. to avoid the
repetition of the information for the patient and
prevent health care professional from repeated
works.
• It is safe for the nurse because client may admit
some time that he was unaware about the facts
that created harmful situation for him or
others(Oxygenation –safety precautions).

16. Role of Nurse in Patient Teaching
a. When focusing in on my patients learning needs, before I
begin the teaching process, I must ask a number of
questions and perform specific assessments. This is
important to determine her readiness and ability to learn.
b. The very first thing that I must ask is if she is willing or
able to accept the reality of her illness, which my patient
states she is.
c. So the next step I would need to do is introduce a
teaching plan. In order to provide an effective teaching
plan you must consider the developmental and physical
factors of your patient. For my patient I assessed her to
make sure she was able to read and write. This will make
the learning process much easier, allowing her to
understand and apply the things she is learning.

17. d. Another consideration I need to take is her age. Since my
patient is an elder, the best teaching approach would be
in short sessions and making sure she is involved in
discussions. According to LeCroy (2009), “To decrease
frustration in the learning process, information should be
given in an easy-to-understand format since the learner’s
attention can wane after only 10 minutes” (p 155).
e. Next you have to consider their physical capability. This is
an obstacle for my patient because she is morbidly obese
and is limited in movement. So in order for her to learn, I
think it would be more beneficial to use a cognitive or
visual method rather than a psychomotor method.

18. f. Another consideration I need to take is her age. Since my
patient is an elder, the best teaching approach would be in
short sessions and making sure she is involved in
discussions. According to LeCroy (2009), “To decrease
frustration in the learning process, information should be
given in an easy-to-understand format since the learner’s
attention can wane after only 10 minutes” (p 155).
g. Next you have to consider their physical capability. This is
an obstacle for my patient because she is morbidly obese
and is limited in movement. So in order for her to learn, I
think it would be more beneficial to use a cognitive or
visual method rather than a psychomotor method.

19. h. Finally after all these components are evaluated
and you have taught your patient the material
needed, you must evaluate what they have
learned.
i. As stated by Hohler (2004), “To assess what your
patient has learned and determine whether he
needs more teaching, ask open-ended questions
or have him explain what he’s learned” (p.
32hn8). Then you can evaluate what the patient
absorbed and what needs more work.

20. Integrating Teaching in the Nursing
process.
Assessing
Nursing Diagnosis
Planning
Implentation
Evaluation

21. Thanks