An adult’s readiness to learn is often associated with his or her developmental stage and other events that are occurring in his or her life. • Teach psychomotor skills needed to maintain health. Identify the purposes of patient education. • Use problem solving to help adolescents make choices. When faced with change or the need to act differently, a person feels anxious. A patient’s involvement in learning implies an eagerness to acquire knowledge or skills. Some people learn information gradually, whereas others learn more sporadically. Include patient teaching while performing routine nursing care. Not all patients fully recover from illness or injury. Shorter hospital stays, increased demands on nurses’ time, an increase in the number of chronically ill patients, and the need to give acutely ill patients meaningful information quickly emphasize the importance of quality patient education. Use simple explanations and demonstrations. You need to know the patient’s level of knowledge and intellectual skills before beginning a teaching plan. They were developed through working with patients, the public, healthcare colleagues and nurses, and are endorsed by the Nursing and Midwifery Council and patient groups. For example, patients diagnosed with diabetes need to learn how diabetes affects the body and how to control blood glucose levels for healthier lifestyles (cognitive domain). • Use appropriate methods to evaluate learning. Where the patient has capacity, this can usually be done verbally and then documented in the patient’s record (RCN, 2017). • Nurse-directed patient education about lifestyle choices and management of the physical and psychosocial aspects of health and exercise, coupled with interventions that improve self-efficacy, enhance quality of life in patients with HF. Acceptance of illness reflects willingness to deal with its implications. Nurses also need to implement interventions that empower patients to make informed decisions about their care. Part of patient-centered care is to integrate educational approaches that acknowledge patients’ expertise with their own health. Thus the teacher and learner become involved together in a teaching process that increases the learner’s knowledge and skills. • Use play to teach procedure or activity (e.g., handling examination equipment, applying bandage to doll). Involves nurse and one patient or a nurse with several patients, Promotes active participation and focuses on topics of interest to patient, Enhances application and analysis of new information, Is more formal method of instruction because it is teacher controlled, Helps learner acquire new knowledge and gain comprehension, Allows patient to actively apply knowledge in controlled situation, Promotes synthesis of information and problem solving, Independent project (computer-assisted instruction), field experience, Allows patient to assume responsibility for completing learning activities at own pace, Promotes analysis, synthesis, and evaluation of new information and skills, Allows expression of values, feelings, and attitudes, Allows patient to receive support from others in group, Helps patient learn from others’ experiences, Promotes responding, valuing, and organization, Allows discussion of personal, sensitive topics of interest or concern, Provides presentation of procedures or skills by nurse, Permits patient to incorporate modeling of nurse’s behavior, Allows nurse to control questioning during demonstration, Gives patient opportunity to perform skills using equipment in a controlled setting, Permits patient to perform skill as nurse observes, Provides excellent source of feedback and reinforcement, Requires teaching method that promotes adaptation and origination of psychomotor learning, Knowledge: Learning new facts or information and being able to recall them, Comprehension: The ability to understand the meaning of learned material, Application: Using abstract, newly learned ideas in a concrete situation, Analysis: Breaking down information into organized parts, Synthesis: The ability to apply knowledge and skills to produce a new whole, Evaluation: A judgment of the worth of a body of information for a given purpose, Receiving: Being willing to attend to another person’s words, Responding: Active participation through listening and reacting verbally and nonverbally, Valuing: Attaching worth to an object or behavior demonstrated by the learner’s behavior, Organizing: Developing a value system by identifying and organizing values and resolving conflicts, Characterizing: Acting and responding with a consistent value system, Perception: Being aware of objects or qualities through the use of sense organs, Set: A readiness to take a particular action; there are three sets: mental, physical, and emotional, Guided response: The performance of an act under the guidance of an instructor involving imitation of a demonstrated act, Mechanism: A higher level of behavior by which a person gains confidence and skill in performing a behavior that is more complex or involves several more steps than a guided response, Complex overt response: Smoothly and accurately performing a motor skill that requires a complex movement pattern, Adaptation: The ability to change a motor response when unexpected problems occur, Origination: Using existing psychomotor skills and abilities to perform a highly complex motor act that involves creating new movement patterns. Log In or, Patient education has long been a standard for professional nursing practice. Explain situation to family or significant other if appropriate. To be an effective educator, the nurse has to do more than just pass on facts. Patient safety is an essential part of nursing care that aims to prevent avoidable errors and patient harm. As a nurse you are a visible, competent resource for patients who want to improve their physical and psychological well-being. When educating anyone, especially a client, about their medical care, there are several principles that should be practiced. Patient needs opportunity to express feelings and anger; he or she is still not prepared to face future. Have infant touch different textures (e.g., soft fabric, hard plastic). The family’s ability to provide support results in part from education, which begins as soon as you identify the patient’s needs and the family displays a willingness to help. • Use a hospital, clinic, surgery center, or other type of health care organization that has been carefully evaluated. Identify the appropriate topics that address a patient’s health education needs. When patients become more health conscious, they are more likely to seek early diagnosis of health problems (Hawkins et al., 2011; Redman, 2007). People process information in the following ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, and analyzing and visualizing. It is your body, and you have a right to know. No therapy has an effect unless a person believes that health is important. 180: Gender Socioeconomic and Cultural Attributes of . Because adults become independent and self-directed as they mature, they are often able to identify their own learning needs (Billings and Halstead, 2009). Involve family/significant other in teaching information for discharge. A teacher provides information that prompts the learner to engage in activities that lead to a desired change. The simplest behavior in the hierarchy is perception, whereas the most complex is origination. Therefore determine the patient’s level of comfort before beginning a teaching plan and ensure that the patient is able to focus on the information. • Discuss how to integrate education into patient-centered care. • Have infant touch different textures (e.g., soft fabric, hard plastic). Let patient know that you are available for discussion. Psychomotor learning involves acquiring skills that require the integration of mental and muscular activity such as the ability to walk or use an eating utensil (Redman, 2007). Since the practice of nursing is the operation of principles of the social, biologic, and physical sciences, our profession will play an important part in helping to apply new knowledge, to create new patterns of life, and to guarantee that the means of attaining optimum health are available to everyone (p. iii). Often patient motives are physical. • Encourage participation in teaching plan by setting mutual goals. The four principles of health care ethics developed by Tom Beauchamp and James Childress in the 1985 Principles of Biomedical Ethics provide medical practitioners with guidelines to make decisions when they inevitably face complicated situations involving patients. • Keep routines (e.g., feeding, bathing) consistent. Hold infant firmly while smiling and speaking softly to convey sense of trust. It consists of a conscious, deliberate set of actions that help individuals gain new knowledge, change attitudes, adopt new behaviors, or perform new skills (Billings and Halstead, 2009). Patient begins to express emotions openly, realizes that illness has created changes, and begins to ask questions.