PPN101 Week 9 Teaching Learning 2025

Learning Objectives

  • Explore the goals of client-centered education.

  • Discuss client-centered learning and L.E.A.R.N.S (RNAO).

  • Describe the 3 learning domains.

  • Examine the Transtheoretical Model of Change.

  • Describe the role of the nurse in health teaching.

  • Discuss factors affecting a client’s readiness and ability to learn.

  • Examine the characteristics of different learning styles according to developmental stage and in terms of cultural diversity.

  • Relate the teaching process to the nursing process and clinical judgment model.

  • Analyze health literacy and the potential impact on individual health.

Quotes on Teaching and Learning

  • "You cannot teach a man anything; you can only help him discover it within himself." - Galileo

  • "Tell me and I forget; Teach me and I may remember; Involve me and I learn." - Benjamin Franklin (www.uml.edu, 2012)

CNA (2017) Code of Ethics

  • Patients have the right to make informed decisions about their care.

  • Information must be accurate, complete, and relevant.

  • Nurses should anticipate patient needs based on:

    • Overall condition (physical, mental, emotional, spiritual)

    • Identified risks

    • Interprofessional treatment plans

    • Reference: P&P, 2024, p.331

Health Teaching

  • Defined as a focused form of instructional dialogue used in client-centered relationships.

  • Purpose: To provide clients and families with knowledge and skills necessary for:

    • Making informed decisions

    • Slowing or preventing mortality progression

    • Promoting the highest possible quality of life.

    • Reference: Mallette & Yonge, 2022, p. 307

What Do Nurses Teach?

  • Instructors should list various concepts or skills that nurses may teach to clients (no specifics provided in transcript).

Role of the Nurse in Teaching and Learning

  • The role of the nurse is multifaceted, involving:

    • Creating and adapting the environment to facilitate learning

    • Using a patient-centered approach to assess patient learning needs

    • Employing appropriate educational strategies.

    • Reference: P&P, 2024, p.331

The Role of the Nurse in Health Teaching

  • Acts as:

    • Guides: Coaching on actions to improve health

    • Information Providers: Teaching patients how to care for themselves

    • Resource Support: Connecting clients to community resources

    • Knowledgeable Emotional Support: Assisting clients in managing temporary setbacks.

    • Reference: Mallette & Yonge, 2022, p. 314

Goals of Client-Centered Education

  • Engaging clients as active participants in learning

  • Ensuring interventions align with client preferences and values for positive outcomes

  • Introducing participatory strategies that build on clients' personal strengths

  • Creating collaborative learning environments with comprehensive information and support

  • Starting the teaching process from the learner's current level while fostering motivation to learn.

    • Reference: Mallette & Yonge, 2022, p. 308

Outcomes of Client Education

  • Maintaining and Promoting Health

  • Preventing Illness

  • Health Restoration

  • Optimizing Quality of Life with Impaired Functioning

    • Reference: P&P, 2024, p.330

RNAO and Client-Centered Learning

  • Definition: Client-centered learning is an interactive, holistic, and social process guiding healthcare providers to:

    • Support clients as active partners

    • Identify previous knowledge and connect it to new learning

    • Plan intentional learning sessions

    • Assess and document client learning

Facilitating Client-Centered Learning

  • Collaboration: Work with clients to assess their learning needs and preferences.

  • Health Literacy: Use a universal precautions approach to ensure understanding:

    • Create a safe, shame- and blame-free environment

    • Slow down when speaking

    • Use plain language and illustrations

    • Limit to 3 main concepts per session

    • Implement the teach-back method to gauge client understanding.

  • Tailoring Messages: Health messages should match the unique needs of each client.

  • Teaching Strategies: Utilize various formats like printed materials, audio/video, and computer-based technology.

  • Assessment Questions: Examples to foster understanding:

    • What questions do you have after discussing your health?

    • What are your plans for self-care at home?

    • What warning signs should you monitor?

    • When will you seek advice?

RNAO L.E.A.R.N.S.

  • Facilitating client-centered learning relies on four foundational pillars:

    • Client-Centered Care

    • Promoting Health Literacy

    • Building Knowledge and Skills

    • Supporting Self-Management Strategies

L.E.A.R.N.S Model

  • Listen: Attune to client needs

  • Establish: Build therapeutic relationships

  • Adapt: Be intentional in approach

  • Reinforce: Promote health literacy

  • Name: Introduce new knowledge

  • Strengthen: Enhance self-management strategies

  • Challenges: Note that clients may struggle with health information for various reasons.

Learning Domains

  • Cognitive: Understanding content, necessary for changing attitudes and mastering skills.

  • Affective: Changing attitudes and promoting acceptance.

  • Psychomotor: Development of hands-on skills.

    • References: Mallette & Yonge, 2022 p. 310; Potter & Perry, 2024, p.332

Transtheoretical Model of Change

  • This model explores an individual's motivation to change health habits with five stages:

    • Pre-contemplation: No perceived problem

    • Contemplation: Acknowledges a potential problem

    • Preparation: Recognizes the problem and is willing to change

    • Action: Engages in active change presentations

    • Maintenance: Continues positive behavior changes

    • References: Mallette & Yonge, 2022, p. 291; P&P, 2024,p.330

Factors Affecting Client's Readiness and Ability to Learn

  • Emotional Capability: Level of anxiety can impact readiness.

  • Intellectual Capability: Surmised ability to absorb and retain information.

  • Physical Capability: Variables like pain and health conditions may hinder learning.

  • Crisis/Transitions: Can heighten learning potential.

  • Social Support: Availability and effectiveness of support systems.

  • Health Literacy: Understanding of health information.

  • Developmental Stage: Impacts learning style and understanding.

  • Culture: Shapes learning preferences and comprehension.

  • Self-Awareness: The extent to which clients understand their own health needs.

  • Social Determinants of Health: Various factors influencing overall health conditions.

    • References: Mallette & Yonge, 2022, p 316-321; Potter & Perry, 2014, p.328

Learning Styles

  • Visual: Prefers seeing, observing, and careful examination; needs detail.

  • Auditory: Learns through auditory instructions and discussion; less focus on detail.

  • Kinetic: Best through hands-on involvement and practical actions; challenges with lengthy instructions.

    • References: Mallette & Yonge, 2022, p.316: Potter & Perry, 2024, p.332

Teaching Methods Based on Patient's Developmental Capacity

  • Infant: Consistent routines; sensory engagement.

  • Toddler: Playful learning (e.g., dolls for teaching care).

  • Preschooler: Role play and interaction.

  • School-Age Child: Skill development and using tech for learning.

  • Adolescent: Encourage self-expression and collaborative learning.

  • Adults: Promote goal setting and independent learning.

  • Older Adults: Focus on wellness, use of respectful approaches.

    • Reference: P&P, 2024, p.330

Comparison of Nursing Process, Tanner’s Clinical Judgment Model, and the Teaching Process

  • Nursing Process: Data collection, diagnosis, collaborative planning, implementation, and evaluation.

  • Tanner’s Clinical Judgment Model: Noticing, interpreting, responding, and reflecting.

  • Teaching Process: Involves assessment (gathering data), planning (individualized care), implementation (engaging clients), and evaluation (determining success of learning outcomes).

    • Reference: P&P, 333

Health Literacy and Its Implications

  • Definition: The ability to obtain, communicate, process, and understand health information for informed decisions.

  • Statistics: 49% of adult Canadians have low literacy levels, affecting health management.

  • Importance: Low health literacy is associated with medication nonadherence and negative health outcomes.

  • Three pillars of health literacy: capacity to gather information, understand it, and apply it.

  • Health literacy statistics outline significant areas for improvement, emphasizing the need for enhanced community education and individualized healthcare strategies.

  • References include various statistics from reputable sources.

Test Your Health Literacy

  • Sample question pertaining to dosage calculations illustrates the necessity for numerical literacy in health management.

Comparison of Consent Forms

  • Analyzed the differences between original and revised consent forms, focusing on clarity and accessibility for patient understanding.