Patient

Education

Prepared By
Mr. Asheesh
Singh
Nursing Tutor  Subject: FON-I
KCON  Unit: XIII
Introduction
 Patient education is the process by which health professionals
and others, provide impart information to patients and their
caregivers that will alter their health behaviours or improve
their health status.
 Nurse can perform Patient Teaching when it is required.
 This could be more fruitful if it is planned properly after the
assessment, nurse understands the clients educational
background, his perception about health, illness, his disease
condition and overall his knowledge.
 Nurse should always be ready for incidental Health Teaching
to the patient depending on the situation and the need and the
incident.
Definition
 "Patient Education is an individualized,
systematic, structured process to assess and
impart knowledge or develop a skill in order to
effect a change in behavior. The goal is to
increase comprehension and participation in
the self-management of health care needs."
Importance of Patient Teaching

 Patient education enables patients to assume better

responsibility for their own health care, improving patient's
ability to manage acute and chronic disorders.
 Patient education provides opportunities to choose healthier
lifestyles and practice preventive medicine.
 Patient education attracts patients to the provider and
increases patients’ satisfaction with their care, while at the
same time decreasing the provider's risk of liability.
 Patient education promotes patient-centered care and as a
result, patient’s active involvement in their plan of care.
Importance of Patient Teaching

 Patient education increases adherence to medication and

treatment regimens, leading to a more efficient and cost-
effective health care delivery system.
 Patient education ensures continuity of care and reduces the
complications related to illness and incidence of
disorder/disease.
 Patient education maximizes the individual's independence
with home exercise programs and activities that promote
independence in activities of daily living as well as continuity
of care.
Purposes of Patient Education
 Improved understanding of medical condition, diagnosis,
disease, or disability.
 Improved understanding of methods and means to manage
multiple aspects of medical condition.
 Improved self-advocacy in deciding to act both
independently from medical providers and in interdependence
with them.
 Increased compliance: Effective communication and patient
education increases patient motivation to comply
 Patient outcomes: Patients more likely to respond well to
their treatment plan- fewer complications
Purposes of Patient Education
 Informed consent: Patients feel you've provided the
information they need
 Utilization: More effective use of medical services-fewer
unnecessary phone calls and visits.
 Satisfaction and referrals: Patients more likely to stay with
your practice and refer other patients
 Risk management: Lower risk of malpractice when patients
have realistic expectations
 To prevent disease or injury: Patient education creates
health awareness and prevents diseases. E.g. hand washing
prevents few communicable diseases
Purposes of Patient Education
 To promote wellness: e.g. education about healthy life style
practices promotes wellness.
 To restore their health: e.g. rehabilitation training and
education to orthopedic conditions makes the person more
independent
 To help patients cope: Adequate patient education makes
person to cope with the existing problem soon. E.g. telling the
patient that diabetes is not curable but the progress can be
controlled through life style modification and medication
Factors Influencing Learning/Patient
Teaching

 Age and developmental stage: It influence the clients ability

to understand
 Motivation: A desire to learn influences speed of learning
 Readiness to learn: A willingness to learn, and physiological
and psychological readiness to learn will influence speed of
understanding
 Active involvement: Learner's participation and self interest
in learning will influence speed and retention better
Factors Influencing Learning/Patient
Teaching
 Relevancy: Information should be relevant to the person to
show interest and gain knowledge from previous knowledge
 Feedback: Positive or negative feedback will increase
practice regarding psychomotor skills
 Non-judgmental support increases self-confident in their
ability to learn.
 Simple to complex learning enhance comprehend new
information and assimilate with previous learning
 Repetition facilitate retentions
Factors Influencing Learning/Patient
Teaching
 Timing:
 Short timing between learning and practice (easy to remember)
 Long timing (possible to forget)
 Poor environmental condition as follows can affect level
of understanding.
 Inadequate lighting
 Temperature
 Ventilation distraction
 Noise
 Privacy
Factors Influencing Learning/Patient
Teaching
 Emotional factor as given below can affect learning
process.
 Anger
 Fear
 Depression
 Physiological events as given below can influence the
learning process
 Pain
 Critical illness
 Sensory
Factors Influencing Learning/Patient
Teaching
 Cultural aspects as given below can influence the
learning process
 Different language
 Values
 Psychomotor ability as given below can influence the
learning process
 Muscle strength
 Motor coordination
 Energy
 Sensory acuity
Role of Nurse in Patient Teaching
 Incorporate a personal ethic in regards to social
responsibilities and services towards others
 Provide accurate, competent, and evidence-based care
 Practice preventative health care.
 Focus on relationship-centered care with individuals and their
families.
 Incorporate the multiple determinants of health when
providing care
 Be culturally sensitive and be open to a diverse society.
 Use technology appropriately and effectively
 Be current in the field and continue to advance education
Patient Education and Nursing Process
The nursing process is a systematic, five-step
framework for patient-centered care that nurses use
to address patient care:
• Assessment: The first step, where nurses collect
data and use critical thinking skills
• Diagnosis: The nurse uses the data collected
during assessment to form a diagnosis
• Planning: The nurse develops short-term and
long-term goals
• Implementation: The nurse puts the concepts
developed during planning into action
• Evaluation: The nurse assesses the
Assessment
 Assessment of client considers client characteristics that may
influence the learning process.
 Several elements in the nursing history provide clues to leaning
needs. These elements are-
 Age
 Clients understanding of health problems
 Health beliefs and practice
 Economic factors
 Cultural factors
 Learning style
 Clients support system
Assessment
 Several elements in the physical examination provide clues to
leaning needs. These are-
 Energy level
 Mental status
 Nutritional status
 Physical capacity to learn
 Visual acuity
 Self-care activity
 Hearing acuity
 Muscle coordination
Assessment
 Others information collected during assessment process to
know about learning capacity of the patient are:
 Motivation
 Educational status
 Language
Diagnosis
 Nursing diagnosis for clients with learning needs an be
designated in two way as follows-
a. Clients' primary concerns or problems
b. Etiology of nursing diagnosis associated with the client's
response to health alterations or dysfunction
Diagnosis
a. Clients' primary concerns or problems: NANDA international
(2009) include the following diagnostic labels appropriate to a
client learning needs when learning needs is the primary
concern.
 Deficient knowledge absence or deficiency of cognitive
information related to a specific knowledge.
 Knowledge deficit related to inexperience with newly ordered
therapy
 Deficit knowledge related to denial of declining health and
living alone.
 Readiness for enhanced knowledge.
Diagnosis
b. Etiology of nursing diagnosis associated with the client’s
response to health alterations or dysfunction:-
 Another way to deal with identified learning needs of client is to
write deficient knowledge as the etiology, or second part, of the
diagnosis statement. Such nursing diagnoses are written in the
following format:
 Risk for (specific) related to deficient knowledge E.g. Anxiety
related to deficient knowledge, risk for impaired parenting
related to deficient knowledge, risk for infection related to
deficient knowledge, risk for injury, risk for ineffective
breastfeeding, risk for ineffective coping
Planning
 Developing a teaching plan is accomplished a series of steps.
 Involving the client at this time promotes the formation of a
meaningful plan and stimulates client motivation.
 The client who helps develops the teaching plan is more likely to
achieve the desired outcomes.
 Steps of planning for teaching:-
 Determining teaching priority
 Choosing content
 Organizing learning experiences
 Setting learning outcomes
 Selecting teaching strategies
Planning
 Developing a teaching plan is accomplished a series of steps.
 Involving the client at this time promotes the formation of a
meaningful plan and stimulates client motivation.
 The client who helps develops the teaching plan is more likely to
achieve the desired outcomes.
 Steps of planning for teaching:-
 Determining teaching priority
 Choosing content
 Organizing learning experiences
 Setting learning outcomes
 Selecting teaching strategies
Implementation
 The nurse needs to be flexible in implementing any teaching
plan because the plan may need revising.
 The client may become tired sooner than anticipated or be faced
too much information too quickly, the client's needs may change
or external factors may intervene.
 It is also important for nurses to use teaching techniques that
enhance learning and reduce or eliminate any barrier to learning
such as pain or fatigue.
Implementation
 Guidelines for teaching: -
 Maintain respectful relationship between the nurse and client
 Know the previous knowledge of the client about the topic.
 Depends of the clients need and capacity the time for
teaching can be flexible
 Teach clearly and concisely.
 The pace of the teaching session should not be too fast or
too slow
Implementation
 Use teaching aids.
 Teaching should involve the use of number of learner sense
 The teaching should be relevant to the client
 Repletion of content for retention by Summarizing and
rephrasing and material from another point of view.
Implementation
 Teaching strategies includes: -
 Client contracting
 Computer learning resources
 Group teaching
 Discovery/problem solving
 Behavior modification
Implementation
Guidelines for transcultural teaching:
 The nurse and client of different cultural and ethnic backgrounds
have additional barrier to overcome in the teaching learning
process. Use following guidelines for transcultural teaching-
 Obtain teaching materials, pamphlets, and instructions in
languages used by clients.
 Use visual aids, such as picture chart, or diagram to
communicate meaning
 Use concrete rather than abstract words.
 Allow time for questions.
 Avoid the use of medical terminology or health care
language.
Implementation
Guidelines for transcultural teaching:
 If understanding another's pronunciation is a problem validate
brief information in writing
 Use humor very cautiously.
 Do not use slang words or colloquialisms
 Do not assume that a client who nods, uses eye contact, or
smiles are indicating an understanding of what is being taught
 Invite and encourage questions during teaching
 When explaining procedure or functioning related to personal
areas of the body, it may be appropriate to have a nurse of the
same sex do the teaching.
Implementation
Guidelines for transcultural teaching:
 Include the family in planning and teaching. This promotes trust
and mutual respect
 Consider the client time orientation
 Identify cultural health practice and beliefs
Evaluation
 Evaluation is both an ongoing and a final process in which the
client, the nurse and often the support people determine what
has been learned.
 Evaluating learning: Learning is measured against the
predetermined learning outcomes selected in the planning
phase of the teaching process. Thus the outcome serves not
only to direct teaching plan but also to provide outcome criteria
for evaluation.
 Technique to evaluate learning is-
 Direct observation of behavior for change
 Oral questioning
 Self-report and self-monitoring
Evaluation
 Evaluating teaching: It is important for nurses to evaluate their
own teaching and the content of the teaching program just as
they evaluate the effectiveness of nursing intervention for other
nursing diagnosis.
 Evaluation should include a consideration of all factors- a timing
the teaching strategies, the amount of information, whether the
teaching was helpful and so on.
Documentation
 Documentation of the teaching process is essential as it is a
legal record that the teaching took place. It is important to
document the response of the client and support people to
teaching activity.
 Document should include-
 Diagnosed leaning needs
 Topics taught
 Learning outcomes
 Client outcome need for additional teaching
 Resources provided
Documentation
 The written teaching plan that the nurse uses as a resource to
guide future teaching sessions might also include these
elements:
 Actual information and skills taught
 Teaching strategies used
 Time framework and content for each class
 Teaching outcomes and methods of evaluation