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