NR351 exam 1 Questions and Answers
Patient education is the process of influencing the
patient's behavior to affect change your knowledge,
attitudes, and skills needed to maintain and improve
health by providing knowledge to make informed
ims of teaching and decisions
counseling
Counseling
Providing the support and resources. Must be
Counseling ongoing and interactive
Maintaining and promoting health
Preventing illness
Aims of Nursing Restoring health
Facilitating coping
High-level wellness and related self-care practices
Disease prevention or early detection
Quick recovery from trauma or illness with minimal or
no complications
Enhanced ability to adjust to developmental life
Teaching outcomes changes and acute, chronic, and terminal illness
Patient and Family acceptance of lifestyle
necessitated by illness or disability
Preparation for receiving care
Preparation before discharge from health care facility
Focus of Patient Documentation of patient education activity
Education
T - Tune into the patient.
E - Edit patient information.
A - Act on every teaching moment.
C - Clarify often.
Teaching Acronym H - Honor the patient as partner in the education
process.
Age and developmental level
Family support networks
Financial resources
Factors affecting patient Cultural influences and Language deficits
learning Health literacy level
1
, NR351 exam 1 Questions and Answers
Child/adolescent and adult learners
Age and development
level include
Child/adolescence Pedagogy
Adult learners Andragogy
COPE model
Family support networks
and financial resources
Ability to obtain, read, understand, and act on health
Health literacy information
Internet searches, reading health prevention
pamphlets, measuring medication dosages, and
Health literacy skills understanding and complying with verbal or written
healthcare instructions
As the person matures, One's self concept is likely to
move from dependence to independence
The previous experience of the adult is a rich
resource for learning
An adults readiness to learn is often related to
developmental task or social role
Knowles four assumptions
about adult learning Most adult orientation to learning is that material
should be useful immediately, rather than at
sometime in the future
C - creativity
O - optimism
COPE model P - planning
E - expert information
1. Develop an understanding of the patient's culture
2. Work with multicultural team
3. Be aware of personal assumptions, biases, and
prejudices
Providing Culturally 4. Understand the core cultural values of the patient
Competent Patient or group
Education 5. Develop written material in native language of the
patient
2
, NR351 exam 1 Questions and Answers
Three learning domains cognitive, psychomotor, affective
Cognitive Storing and recalling of new knowledge in the brain
Psycho motor Learning of physical skill
Affective Changing attitudes, values, and feelings
Knowledge, attitudes, and skills needed to be
independent
Readiness to learn
Assessment Parameters Ability to learn
Learning strengths
-Be certain instructions are understandable and
support patient goals
-Include patient and family as partners in process
-Utilize interactive teaching strategies
Promoting Compliance -Develop interpersonal relationships with patients and
their families
Identify learning barriers (hearing/vision)
Allow extra time ( they may be a bit slower)
Plan short teaching sessions (repetition)
Accommodate for sensory deficits (hearing
aid/glasses)
Reduce environmental distractions (TV, phone,
Teaching plans for older
guests)
adults
Relate new information to familiar activities or
information
Cognitive domain
Sample Teaching Affective domain
Strategies Psychomotor domain
Cognitive Domain Lecture, panel, discovery, written materials
Affective Domain role modeling, discussion, audiovisual materials
Psycho-motor Domain Demonstration, discovery, printed materials
3
, NR351 exam 1 Questions and Answers
Lecture
Discussion
Panel discussion
Demonstration
Discovery
Role playing
Audiovisual materials
Teaching Strategies Printed materials
Programmed instruction
Web-based instruction and technology
Be sincere and honest.
Avoid too much detail and stick to the basics.
Ask for questions.
Be a cheerleader for the patient.
Use simple vocabulary.
Vary the tone of voice.
Keep content clear.
Key Points to Effective Listen and do not interrupt.
Communication Ensure that the environment is conductive to learning
and free of interruptions
Be sensitive to the timing of teaching session
Sources of Information Primary and secondary
Primary source of patient
information
medical records, patient's family
Secondary source of
information
Forming contractual agreements
Considering time constraints
Scheduling
Considerations for Group vs. individual teaching
successful patient Formal vs. informal teaching
teaching Manipulating the physical environment
1. Reinforcing and celebrating learning
Obtaining Feedback About 2. Evaluating teaching
Learning 3. Revising the plan
4
Patient education is the process of influencing the
patient's behavior to affect change your knowledge,
attitudes, and skills needed to maintain and improve
health by providing knowledge to make informed
ims of teaching and decisions
counseling
Counseling
Providing the support and resources. Must be
Counseling ongoing and interactive
Maintaining and promoting health
Preventing illness
Aims of Nursing Restoring health
Facilitating coping
High-level wellness and related self-care practices
Disease prevention or early detection
Quick recovery from trauma or illness with minimal or
no complications
Enhanced ability to adjust to developmental life
Teaching outcomes changes and acute, chronic, and terminal illness
Patient and Family acceptance of lifestyle
necessitated by illness or disability
Preparation for receiving care
Preparation before discharge from health care facility
Focus of Patient Documentation of patient education activity
Education
T - Tune into the patient.
E - Edit patient information.
A - Act on every teaching moment.
C - Clarify often.
Teaching Acronym H - Honor the patient as partner in the education
process.
Age and developmental level
Family support networks
Financial resources
Factors affecting patient Cultural influences and Language deficits
learning Health literacy level
1
, NR351 exam 1 Questions and Answers
Child/adolescent and adult learners
Age and development
level include
Child/adolescence Pedagogy
Adult learners Andragogy
COPE model
Family support networks
and financial resources
Ability to obtain, read, understand, and act on health
Health literacy information
Internet searches, reading health prevention
pamphlets, measuring medication dosages, and
Health literacy skills understanding and complying with verbal or written
healthcare instructions
As the person matures, One's self concept is likely to
move from dependence to independence
The previous experience of the adult is a rich
resource for learning
An adults readiness to learn is often related to
developmental task or social role
Knowles four assumptions
about adult learning Most adult orientation to learning is that material
should be useful immediately, rather than at
sometime in the future
C - creativity
O - optimism
COPE model P - planning
E - expert information
1. Develop an understanding of the patient's culture
2. Work with multicultural team
3. Be aware of personal assumptions, biases, and
prejudices
Providing Culturally 4. Understand the core cultural values of the patient
Competent Patient or group
Education 5. Develop written material in native language of the
patient
2
, NR351 exam 1 Questions and Answers
Three learning domains cognitive, psychomotor, affective
Cognitive Storing and recalling of new knowledge in the brain
Psycho motor Learning of physical skill
Affective Changing attitudes, values, and feelings
Knowledge, attitudes, and skills needed to be
independent
Readiness to learn
Assessment Parameters Ability to learn
Learning strengths
-Be certain instructions are understandable and
support patient goals
-Include patient and family as partners in process
-Utilize interactive teaching strategies
Promoting Compliance -Develop interpersonal relationships with patients and
their families
Identify learning barriers (hearing/vision)
Allow extra time ( they may be a bit slower)
Plan short teaching sessions (repetition)
Accommodate for sensory deficits (hearing
aid/glasses)
Reduce environmental distractions (TV, phone,
Teaching plans for older
guests)
adults
Relate new information to familiar activities or
information
Cognitive domain
Sample Teaching Affective domain
Strategies Psychomotor domain
Cognitive Domain Lecture, panel, discovery, written materials
Affective Domain role modeling, discussion, audiovisual materials
Psycho-motor Domain Demonstration, discovery, printed materials
3
, NR351 exam 1 Questions and Answers
Lecture
Discussion
Panel discussion
Demonstration
Discovery
Role playing
Audiovisual materials
Teaching Strategies Printed materials
Programmed instruction
Web-based instruction and technology
Be sincere and honest.
Avoid too much detail and stick to the basics.
Ask for questions.
Be a cheerleader for the patient.
Use simple vocabulary.
Vary the tone of voice.
Keep content clear.
Key Points to Effective Listen and do not interrupt.
Communication Ensure that the environment is conductive to learning
and free of interruptions
Be sensitive to the timing of teaching session
Sources of Information Primary and secondary
Primary source of patient
information
medical records, patient's family
Secondary source of
information
Forming contractual agreements
Considering time constraints
Scheduling
Considerations for Group vs. individual teaching
successful patient Formal vs. informal teaching
teaching Manipulating the physical environment
1. Reinforcing and celebrating learning
Obtaining Feedback About 2. Evaluating teaching
Learning 3. Revising the plan
4
