Tips to improve patient educationPreventing re-hospitalization is a huge responsibility, especially in consideration of costly penalties that are levied for early readmissions. To accomplish this, nurses need to constantly improve patient teaching and education prior to discharge. Some of the things nurses can do to advance patient education include: Show
Five strategies for patient education successTeaching patients is an important aspect of nursing care. Whether teaching a new mom how to bathe a newborn baby or instructing an adult who is living with a chronic heart disease, a successful outcome depends on the quality of the nurse’s instruction and support. Consider these five strategies. 1. Take advantage of educational technologyTechnology has made patient education materials more accessible. Educational resources can be customized and printed out for patients with the touch of a button. Make sure the patient’s individualized needs are addressed. Don't simply hand the patient a stack of papers to read, review them with patients to ensure they understand the instructions and answer questions that arise. Some resources are available in several languages. 2. Determine the patient’s learning styleSimilar information may be provided by a range of techniques. In fact, providing education using different modalities reinforces teaching. Patients have different learning styles so ask if your patient learns best by watching a DVD or by reading. A hands on approach where the patient gets to perform a procedure with your guidance is often the best method. 3. Stimulate the patient’s interestIt's essential that patients understand why this is important. Establish rapport, ask and answer questions, and consider specific patient concerns. Some patients may want detailed information about every aspect of their health condition while others may want just the facts, and do better with a simple checklist. 4. Consider the patient’s limitations and strengthsDoes the patient have physical, mental, or emotional impairments that impact the ability to learn? Some patients may need large print materials and if the patient is hearing impaired, use visual materials and hands on methods instead of simply providing verbal instruction. Always have patients explain what you taught them. Often people will nod “yes” or say that they comprehend what is taught even if they have not really heard or understood. Consider factors such as fatigue and the shock of learning a critical diagnosis when educating patients. 5. Include family members in health care managementInvolving family members in patient teaching improves the chances that your instructions will be followed. In many cases, you will be providing most of the instruction to family members. Families play a critical role in health care management. Teaching patients and their families can be one of the most challenging, yet also rewarding elements of providing nursing care. First-rate instruction improves patient outcomes dramatically. The value of patient education resourcesFor further resources that will strength your organization’s patient-teaching, let Lippincott Advisor help. Our best-in-class, evidence-based decision support software for institutions includes over 16,000 customizable patient teaching handouts and content entries. The information given to the patient should be appropriate for the patient's age, literacy level, education, and language skills. Patient materials should be geared between sixth- and eight-grade reading levels. Use of medical terminology or jargon should be avoided. For example, the term's "myocardial infarction" and "MI" should not be used in place of "heart attack" unless they have already been defined for the patient. With shorter lengths of stay and limited time for teaching, print and audiovisual materials are important adjuncts for any discharge teaching plan. They are, however, just adjuncts and should not replace individualized instruction. Printed materials are useful for reinforcing information provided to patients while in the hospital and also serve as a ready resource. Printed material is an important reminder of key points after patients return home. Family members are the vital links in the transition from hospital to home care. Families must be included in discussions and demonstrations. Family is any person who plays an important role in the patient's life. Every effort must be made to ensure that learning takes place in incremental steps and that patients are not overwhelmed with too much information at one time "TEAM WORK" Patient Assessment: The FIRST STEP in patient education is the
review the Admission Assessment for learning needs. Individualized Teaching:Is based on the patient assessment, readiness to learn, and patient and family needs. Patient education is a team effort. Different members of the interdisciplinary health care team do the teaching, depending on what skills need to be learned. Patient Education Should Cover: Safe and Effective Use of Medications: Medical Equipment and Supplies: Diet and Nutrition: Rehabilitation: Pain Management: Personal Hygiene: Psychosocial: Community Resources: Patient Rights: Follow-up Care: LET'S START AT THE VERY BEGINNING: PATIENT ASSESSMENT Start with patient assessment. Consider the patient's:
AGE: SUPPORT SYSTEM: FEELINGS: CULTURAL AND RELIGIOUS PRACTICES that may influence the patient's: OTHER NEEDS: THE BASICS OF THE PATIENT EDUCATION PROCESS The Patient Education Process Your goals as the patient educator are: You need to: Next, you want to set goals and priorities. Then, decide which ones you will teach to your learner to change his/her behavior. To Review: Actual Teaching: You teach any time you talk to your patient and/or significant other(s). Teaching and learning take place until the day your patient leaves the hospital. All health care providers - physicians, nurses, social worker, dietitian, rehab therapist, respiratory therapist, and others who provide direct patient care - supplement teaching. Referring Your Patient: This is why you want to refer your patient to outside agencies or support groups. These places can be good sources of education. The different programs that UMDNJ-The University Hospital has, such as outpatient clinics and consultations, are good sources, too. REVIEW: First, you identify who your learner(s) is/are. If you see that your patient is not able to receive any teaching, you then identify the patient's significant other. This significant other will be your learner. Second, you want to know if there are things that make it difficult for your patient and/or significant other to learn (barriers to learning). You can ask
questions like: Third, you plan your teaching. Ask yourself the following questions to choose the best teaching plan: Make the teaching process interactive. Set goals together. Agree on responsibilities. Evaluating your learner. Ask for feedback. Practice skills together. Offer feedback. Document patient education. CHECKLIST FOR PATIENT EDUCATION DOCUMENTATION
Diet/Nutrition Self-Care Equipment/Rehabilitation For Dx of Diabetes: For Dx of CVA: For Dx with Surgical Patient: How To Obtain Further Treatment Food and Drug Interaction: Examples This section provides guidelines for documentation of patient education on the Interdisciplinary Patient Education Record. Choose one (1) of the three (3) case scenarios and document
patient education on the GUIDELINES FOR COMPLETION OF THE INTERDISCIPLINARY PATIENT EDUCATION RECORD Interdisciplinary Patient Education Record will be stamped and placed in medical record as FIRST Each discipline that provides patient education/instruction during the delivery of patient care is The health care provider/educator should review the Admission Assessment for learning needs. INTERDISCIPLINARY PATIENT EDUCATION RECORD Readiness assessment Barriers It is not always possible to capture the essence of the teaching in a single entry. If you have documented your teaching in another location in the chart, use this box
to indicate where Methods Outcome Initials Frequently Asked Questions (FAQ): 1. I believe that I am teaching every time I interact with a patient. I can't write all that down. Where does it all end? Which of the many areas of teaching should I document? Some teaching merits special attention and documentation because the patient and/or caregiver Examples of teaching are preparations for tests and procedures, safe and effective use of 2. When should I teach? Teaching is incorporated into routine care as you explain what you are doing, ask and answer 3. When should I document? Summarize what you covered during your shift as you complete your shift notes. 4. Teaching is an on-going process, how often must I document? Repetitive teaching of
information that has been understood and return demonstration does not However, if your patient is having difficulty learning and needs continual reinforcement, each This might be achieved by giving instruction to
other family members or caregivers, bringing in a If the treatment plan or condition changes, the educational needs of the patient must be The caregiver needs to be taught. You need to call the caregiver in or ask the social worker to help to identify the family If the caregiver is going to be another institution (e.g. nursing home), the patient care needs are 6. What if my patient or the caregiver does not speak English or cannot hear? Communication obstacles must be overcome. Utilize the Volunteer Interpreter List or call one of the telephonic interpreter services such as Language Line or CyraCom or call Social Work Services to schedule an interpreter for the hearing impaired and other language interpreters. If the teaching can be done through demonstration or drawing pictures and the return demonstration 7. What if the topic that I just reviewed with the patient was already documented as being taught by someone else? The idea of this form is to document the collaboration of the interdisciplinary health care team. Which teaching approach would the nurse use when providing teaching to a patient about to undergo an emergency cardiac catheterization?Which teaching approach would the nurse use when providing teaching to a patient about to undergo an emergency cardiac catheterization? The telling approach is the most appropriate when preparing a patient for an emergency procedure.
Which teaching intervention would facilitate learning when teaching hand washing to a group of preschoolers quizlet?The nurse is teaching hand washing to a group of preschoolers. Which teaching interventions would facilitate learning in this group? - Encourage learning together through pictures and short stories about how to perform hygiene. - Use role-playing, imitation, and play to make learning fun.
Which teaching tool is suitable for patients who have strong reading?Which teaching tool is most suitable for the patients who have strong reading comprehension and psychomotor skills? Rationale: The computer instruction teaching tool requires reading comprehension, psychomotor skills, and familiarity with computers.
Which nursing action is an example of teaching to a patients cognitive learning style?Rationale: The cognitive domain of learning involves discussion of specific patient concerns. Therefore, the action of the nurse teaching the patient orally about the use of the wheelchair is an example of the cognitive domain of teaching.
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