Teaching and Learning in Nursing Flashcards

Vocabulary practice flashcards covering teaching and learning principles, learning domains, grief stages, developmental adaptations, and health literacy based on nursing lecture notes.

Maintenance and Promotion of Health and Illness Prevention

A primary purpose of patient education aimed at providing information to help patients maintain well-being and prevent disease.

Restoration of Health

A purpose of patient education focused on assisting patients who are injured or ill to regain their previous level of functioning.

Coping with Impaired Functions

A purpose of patient education designed to help patients adjust to permanent or long-term changes in health and physical function.

Opportunities for Patient Education

The nursing principle that every patient interaction in any healthcare setting is an opportunity for education and represents one of the most important nursing interventions.

Effective Teaching Condition

The principle that teaching is most effective when it directly responds to the learner's identified needs.

Joint Commission's SPEAK UP Campaign

An initiative that helps patients understand their rights when receiving medical care and supports them to become active participants in their care by asking questions.

SPEAK UP: Speak Up

Component of the SPEAK UP campaign advising patients to speak up if they have questions or concerns about their care.

SPEAK UP: Pay Attention

Component of the SPEAK UP campaign encouraging patients to pay attention to the care they receive.

SPEAK UP: Educate Yourself

Component of the SPEAK UP campaign instructing patients to educate themselves about their specific illness.

SPEAK UP: Ask Advocate

Component of the SPEAK UP campaign recommending asking a trusted family member or friend to serve as an advocate.

SPEAK UP: Know Medicines

Component of the SPEAK UP campaign directing patients to know about their medicines and the reasons why they take them.

SPEAK UP: Use Trusted Facility

Component of the SPEAK UP campaign advising patients to use a healthcare facility that they trust.

SPEAK UP: Participate

Component of the SPEAK UP campaign encouraging patients to participate in all decisions regarding their medical care.

Cognitive Learning Domain

The 'thinking' domain of learning, which involves acquiring knowledge, memorizing, understanding, applying, analyzing, evaluating, and creating.

Cognitive Domain Outcomes

Learning outcomes characterized by verbs such as describes, explains, lists, states, or demonstrated improvements on pre- and post-tests.

Cognitive Domain Teaching Methods

Instructional methods including discussion, lecture, 1:1 instruction, printed materials, and audiovisual (AV) materials.

Affective Learning Domain

The 'feeling' domain of learning, which involves receiving, responding, valuing, and expressing willingness to listen and discuss feelings.

Affective Domain Outcomes

Learning outcomes where the patient expresses positive feelings, attitudes, or values toward behavior change, or rates readiness to change higher on tests.

Affective Domain Teaching Methods

Teaching strategies including role-play, discussion, simulation, Venn diagrams, and debates.

Psychomotor Learning Domain

The 'skill' domain of learning, which involves physical and motor demonstration or performance.

Psychomotor Domain Outcomes

Learning outcomes stated as 'will do X,' 'will return-demonstrate X,' or 'will perform X' using an action verb.

Psychomotor Domain Teaching Methods

Instructional methods centered on physical demonstration and practice.

Cognitive Outcome Example

A patient listing daily medications along with dosages and times.

Affective Outcome Example

A patient stating motivation to stop smoking after learning about its potential effects on her fetus.

Psychomotor Outcome Example

A patient return-demonstrating how to properly use an asthma inhaler.

Motivation to Learn

An internal state (e.g., an idea, emotion, or physical need) that helps arouse, direct, and sustain human behavior, representing the patient's 'WHY'.

Readiness to Learn

A patient's willingness to engage in learning, which is often related to their stage of grief and current physical status.

Ability to Learn

A patient's capacity to learn, which depends on their developmental level as well as their cognitive and physical capabilities.

Learning Environment

The physical and psychological setting in which teaching occurs, which must be assessed prior to instruction to ensure it is conducive to learning.

Denial or Disbelief Stage (Behavior)

Grief stage where the patient avoids discussion of illness, withdraws from others, disregards guidance, and suppresses/distorts information that was not presented clearly.

Denial or Disbelief Stage (Learning Implication)

Nursing strategy to provide support, empathy, and careful explanations, remain available, involve family if appropriate, and teach in the present tense.

Anger Stage (Behavior)

Grief stage where the patient blames others and directs anger toward healthcare providers or family.

Anger Stage (Learning Implication)

Nursing strategy to avoid arguing, listen to concerns, teach in the present tense, and reassure family that anger is normal.

Bargaining Stage (Behavior)

Grief stage where the patient offers to live a better life in exchange for a promise of better health.

Bargaining Stage (Learning Implication)

Nursing strategy to continue introducing reality and teach in the present tense.

Resolution Stage (Behavior)

Grief stage where the patient begins expressing emotions openly, realizes illness has created changes, and begins asking questions.

Resolution Stage (Learning Implication)

Nursing strategy to encourage expression of feelings, discover what the patient wants to learn, and begin sharing information needed for the future.

Acceptance Stage (Behavior)

Grief stage where the patient recognizes reality of condition, actively pursues information, and strives for independence.

Acceptance Stage (Learning Implication)

Nursing strategy to focus teaching on future skills and knowledge required, continue to teach about present occurrences, and involve family.

Nursing Care during Denial Stage

Respect the patient's feelings and provide clear, simple information about the condition rather than forcing future-oriented teaching.

Reasons to Postpone Patient Teaching

Physical or cognitive barriers such as uncontrolled pain, fatigue, or an acute fever (e.g., $101.2^\circ\text{F}$) that impair readiness and ability to learn.

Assessing Ability to Learn

Assessment by the nurse evaluating developmental capabilities and physical capabilities prior to designing a teaching plan.

Teaching Adaptation for Sensory and Language Barriers

Utilizing visual aids and confirming understanding via teach-back when caring for a hard-of-hearing patient speaking English as a second language.

Infant Teaching Methods

Keep routines consistent, speak softly to convey trust, have infant touch different textures, and teach parents while demonstrating with the infant.

Toddler Teaching Methods

Use 'play,' offer picture books that describe a story, use simple words, and teach parents while demonstrating and involving the toddler.

Preschooler Teaching Methods

Use role-play, imitation, and 'play,' encourage questions with simple explanations and demonstrations, and encourage children to learn together through pictures and stories.

Developmentally Delayed Adolescent Teaching Strategy

Use simple language, visual aids, and involve the parent/caregiver, adapting methods to the patient's functional cognitive level (e.g., 4-year-old level).

School-Age Teaching Methods

Teach psychomotor skills to maintain health and offer opportunities to discuss problems and answer questions.

Adolescent Teaching Methods

Provide opportunities for self-expression, use teaching as a collaborative activity, allow decisions about health, and encourage problem solving.

Young or Middle Adult Teaching Methods

Encourage participation in the teaching plan by setting mutual goals, encourage independent learning, and offer information to support understanding.

Older Adult Teaching Methods

Teach when alert and rested, involve in discussion or activity focusing on wellness and strengths, keep sessions short, and consider sensory impairments.

Pitch Modification for Older Adults

Speaking in a low tone during instruction to accommodate age-related changes in auditory perception.

Primacy and Recency in Older Adult Education

Technique of beginning and ending a teaching session with the most important information to maximize retention.

Delivery Pace for Older Adults

Providing specific health information in frequent, small amounts rather than overwhelming the learner with long sessions.

Health Literacy Definition

Cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health.

Health Literacy Scope

Includes not only reading and comprehending health information, but also skills to problem solve, articulate, and make appropriate health care decisions.

Health Literacy as a Health Predictor

A stronger predictor of a person's health status than age, income, employment status, educational level, and race.

Education Level vs Health Literacy

The concept that a patient's level of formal education is not always directly related to their level of health literacy.

Universal Precautions in Health Literacy

The practice of ensuring educational information is presented clearly and in a culturally-sensitive way to all patients.

Target Grade Level for Health Materials

Patient education materials should be developed at a 5th grade level (or lower).

Low Health Literacy Risk: Older Adults

Age demographic identified as a specific risk factor for low health literacy.

Low Health Literacy Risk: Minorities

Demographic population identified as a risk factor for low health literacy.

Low Health Literacy Risk: Low Income

Socioeconomic group identified as a risk factor for low health literacy.

Low Health Literacy Risk: Education Level

People without a high school education, identified as a risk factor for low health literacy.

Low Health Literacy Risk: Mental Health

People with mental health conditions, identified as a risk factor for low health literacy.

Low Health Literacy Risk: Chronic Physical Conditions

People with chronic physical conditions, identified as a risk factor for low health literacy.

Evaluating Psychomotor Skills

Return demonstration by the patient, which serves as the best method to evaluate whether a motor skill has been learned.

Evidence of Cognitive Learning

Demonstrated when a patient accurately describes how to set up a pill organizer for newly ordered medicines.

Evidence of Psychomotor Performance

Demonstrated when a patient physically shows the correct technique for taking their blood pressure at home.

Developing Learning Objectives

Nursing planning action that describes what the learner will be able to accomplish after the teaching session.

Priority Nursing Action for Patient Learning

Focusing directly on a patient's individual learning needs and established learning objectives.

Limitation of Written Materials Alone

Providing written materials alone is false as the best way to ensure a patient received and understood educational information.

SMART Objectives Criteria

Educational goals structured to be Specific, Measurable, Attainable, Realistic/Relevant, and Time-bound.

Patient-Focused Objective Format

SMART objectives are centered on patient achievement and formatted as 'By (timeframe), the patient will…'

Nurse-Focused Intervention Format

Nursing interventions designed to help patients achieve goals, which are nurse-focused, specific, and formatted as 'The nurse will…'