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Lewis Chapter 4 - Patient and Caregiver Teaching

Terms in this set (19)

Learning Outcomes
1. Apply the teaching-learning process to diverse patient populations.

2. Apply strategies to manage challenges to nurse-teacher effectiveness.

3. Evaluate the role of the caregiver in patient teaching.

4. Relate the physical, psychologic, and sociocultural characteristics of the patient and caregiver to the teaching-learning process.

5. Prioritize patient teaching goals for diverse patients and caregivers.

6. Select appropriate teaching strategies for diverse patient populations and their caregivers.

7. Select appropriate methods to evaluate patient and caregiver teaching.
Teaching
is a process of deliberately arranging conditions to promote learning that results in a change in behavior.
Learning
is acquiring knowledge and/or skills. It can result in a permanent change in a person.
Stages of Change in Transtheoretical Model
Motivational interviewing
uses nonconfrontational interpersonal communication techniques to motivate patients to change behavior.
self-efficacy
the belief that one can succeed in a given situation.
Caregivers
are people who care for those who cannot care for themselves.
teaching process .
and the nursing process involve the development of a plan that includes assessment, setting of patient goals, implementation, and evaluation
Health literacy
is the degree to which individuals have the capacity to obtain and understand basic health information needed to make appropriate health decisions.
Learning needs
are the new knowledge and skills that an individual must have to meet a goal.
Positive reinforcement
involves rewarding the target behavior with positive feedback or other rewards to maintain the behavior.
The three general learning styles are
1 - visual (reading, pictures)
2 - auditory (listening),
3 - physical (doing things).
1. Which technique is most appropriate when using motivational interviewing with a patient who tells you that he is ready to start a weight-loss program?

a. Confirm that the patient is serious about losing weight.

b. Insist that the patient consider an organized group weight-loss program.

c. Focus on the patient's strengths to support his optimism that he can successfully lose weight.

d. Ask a prescribed set of questions to increase the patient's awareness of his dietary behaviors.
c. Focus on the patient's strengths to support his optimism that he can successfully lose weight.
2. Which is the priority patient teaching strategy when limited time is available?

a. Setting realistic goals that have high priority for the patient

b. Referring the patient to a nurse educator in private practice for teaching

c. Observing more experienced nurse-teachers to learn how to teach faster and more efficiently

d. Providing reading materials for the patient instead of discussing information the patient needs to learn
a. Setting realistic goals that have high priority for the patient
3. The nurse needs to include caregivers in patient teaching primarily because (select all that apply)

a. they provide all of the care for patients after discharge.

b. they might feel rejected if they are not included in the teaching.

c. patients have better outcomes when their caregivers are involved.

d. the patient may be too ill or too stressed to fully understand the teaching.

e. caregivers are responsible for the overall management of the patient's care.
c. patients have better outcomes when their caregivers are involved.

d. the patient may be too ill or too stressed to fully understand the teaching.
4. Which patient characteristic enhances the teaching-learning process?

a. Moderate anxiety

b. High self-efficacy

c. Being in the precontemplative stage of change

d. Being able to laugh about the current health problem
b. High self-efficacy
5. What would be the priority teaching goal for a middle-aged Hispanic woman regarding methods to relieve symptoms of menopause?

a. Prevent the development of future disease.

b. Maintain the patient's current state of health.

c. Provide information on possible treatment options.

d. Change the patient's beliefs about herbal supplements.
c. Provide information on possible treatment options.
6. A patient tells the nurse that she enjoys talking with others and sharing experiences but often falls asleep when reading. Which teaching strategy would be most effective with this patient?

a. Role playing

b. Group teaching

c. Lecture-discussion

d. Web-based programs
b. Group teaching
7. The nurse has taught a patient's wife (his primary caregiver) how to administer insulin to her husband. Evaluation of the nurse's teaching effectiveness before discharge would include

a. arranging for follow-up with a home care nurse.

b. monitoring the patient's glucose readings before discharge.

c. asking the caregiver to "show back" her ability to administer insulin.

d. asking the caregiver what she found helpful about the teaching experience.
c. asking the caregiver to "show back" her ability to administer insulin.
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