Patient and Caregiver

Teaching

Chapter 4
Copyright 2014 by Mosby, an
imprint of Elsevier Inc.
 Role of Patient and Caregiver Teaching

Interactive and
dynamic process
Involves a change in a
pts knowledge,
behavior, attitude
about health
Patient teaching
essential components
of the nursing process
(Jones, 2002).
Is an Intervention
Cannot be delegated
Every interaction is a
teachable moment c. 2
Goals of Patient Teaching
1. Promote Health
2. Prevent Disease
3. Manage Illness
4. Help patients make
decisions
5. Prevent
Compilications
6. Promote Recovery
7. Discharge
Instructions/Self
care(reduces
readmissions by 30%)
 Data indicates that when patients
are provided with a solid
knowledge base about their
disease process and treatment,
the outcome is more favorable
(Boswell, 2007).
- See more at: http://
www.nursetogether.com/guide-pati
ent-teaching-and-education-nursi
ng#sthash.fiesI8yA.dpuf
Adult Learning Principles Table 4-1

The learners
Need to know
Readiness to learn
Prior experiences
Motivation to
learn
Orientation to
learning
Learners self-
concept
Copyright 2014 by Mosby, an
imprint of Elsevier Inc.
Teaching Learning Process
Apply the
Nursing Process

1.Assessment
2.Planning
a. set goals
b.Teaching
strategies
3. Implement
4. Evaluation
Process of Patient Teaching
Assessment of learning needs
involves 4 main areas:
1. Physical characteristics
2. Psychologic characteristics
3. Sociocultural characteristics
4. Learner characteristics

Copyright 2014 by Mosby, an

8
imprint of Elsevier Inc.
Process of Patient Teaching
Assessment/Planning
Many factors influence ability and
readiness to learn. Talk about these.
Adapt and modify teaching
expectations and strategies based on
individual and caregiver learning
needs.
Examine Written Patient Teaching
tools

9
Process of Patient Teaching
Learner Characteristics
Learning styles
Visual
Auditory
Physical

Copyright 2014 by Mosby, an

10
imprint of Elsevier Inc.
Strategies that promote teaching into
daily nursing practice:
Emphasize what is necessary. In the inpatient
setting, many patients fear losing their
independence (Jones, 2002). Patients will be
motivated to learn what is necessary for them
to care for themselves; therefore nurses should
emphasize these strategies.

Choose the right time. Remember that when

teaching, timing is crucial. For instance, if the
patient has just been informed of a diagnosis,
he or she will need time to cope with this
information. There might be associated
 Strategies (continued)

Look for teaching moments. Like choosing the right

time for teaching, it is equally important to look for
teaching moments. Imagine caring for a patient with
end-stage renal disease. A teaching moment would be
when the patient receives his tray and there is only a
small amount of fluid. In this situation the nurse could
ask,Why is it important for you to monitor your fluid
intake?

Plan teaching during an uninterrupted time. When

teaching the patient, timing is crucial. It is not
appropriate to fit everything into the day of discharge.
 Use basic principles.
It is important to
consider the
educational level of the
patient when teaching.
After all, not everyone
has had a nursing
education. Some
patients might not be
able to understand
complex medical jargon.
They may even be
 Evaluate the senses. Nurses must evaluate
the patients ability to see and to hear. For
example, if a patient has difficulty seeing, it
might not be practical to give her a handout
on disease management. If the patient has
difficulty hearing, it might not be appropriate
to guide her with verbal instructions.
Keep expenses in mind. Many patients,
especially elders, live on a fixed income.
Therefore, it might not be practical to
recommend that they join a fitness center as
a means of weight reduction. When
recommending a glucometer for the diabetic
 Remember to document. When teaching a new
skill, documentation is important. This allows the
incoming nurse to see what has been done and
where she should start. Likewise, if the patient has
difficulty with a certain skill or needs assistance,
this should be recorded so that accommodations so
further instruction can be provided.
Teaching-Learning Process
Nurse as Teacher
Required competencies
Knowledge of subject matter
Communication skills

Copyright 2014 by Mosby, an

17
imprint of Elsevier Inc.
 http://www.patienteducationcenter.or
g/
 Caregivers
A caregiver is anyone
who provides help to
another person in
need, such as an ill
spouse or partner, a
disabled child, or an
aging relative.
Caregivers are
important
About 1 in 4 adults
provides care to
someone on a daily
basis.

19
 Risk factors for
Being female
caregiver stress
Having fewer
years of formal
education
Living with the
person you are
caring for
Social isolation
Having depression
Financial
difficulties
Higher number of
hours spent
caregiving
Lack of coping
skills and difficulty
solving problems
 Signs of Caregiver Stress
Feeling overwhelmed or
constantly worried
Feeling tired most of the time
Sleeping too much or too little
Gaining or losing a lot of weight
Becoming easily irritated or
angry
Losing interest in activities you
used to enjoy
Feeling sad
Having frequent headaches,
bodily pain or other physical
problems
Abusing alcohol or drugs,
including prescription
medications
 Strategies for Dealing with
Caregiver Stress
Accept help
Focus on what
you are able to
provide.
Set realistic
goals.
Get connected.
Strategies (cont)
Join a
support
group
Seek social
support
Set personal
health goals.
See your
doctor
 Health Literacy
Major Determinant of Health
Ability to access, understand, evaluate, and
communicate information in ways that promote
maintain and improve health
Associated with other socio-economic conditions
that influence health, such as income,
employment opportunities, social support, early
childhood development and culture
People with limited literacy skills are more likely
to have poorer health, higher rates of chronic
disease, and less knowledge of disease
management and behaviors that promote good
health.