2. Health Education
• An essential component of nursing
care
• Directed toward promotion,
maintenance, and restoration of
health and toward adaptation to the
residual effects of illness
4. 1 • Assist the patient in physical
readiness to learn
• Try to alleviate physical distress that
may distract the patient's attention
and prevent effective learning
5. • Assess and promote the patient's
2 emotional readiness to learn
• Motivation to learn depends on:
• Acceptance of the illness or that illness
is a threat
• Recognition of the need to learn
• Values related to social and cultural
background
• Therapeutic regimen compatible with
the patient's lifestyle
6. • Promote motivation to learn:
• Create a warm, accepting, positive
atmosphere
• Encourage the patient to participate in
the establishment of acceptable,
realistic, and attainable learning goals
• Provide constructive feedback about
progress
7. • Assess and promote the patient's
3 experiential readiness to learn.
• Determine the following:
• what experiences the patient has had
with health and illness
• what success or failure the patient has
had with learning
• what basic knowledge the patient has
on related topics
8. • Provide the patient with prerequisite
knowledge necessary to begin the
learning process
10. • Patient education can occur at any
time and in any setting
• Consider the following:
• How conducive the environment is to
learning?
• How much time you are able to
schedule?
• What other family members can attend
the teaching session?
11. • Use a variety of techniques that are
appropriate to meet the needs of
each individual
13. Group Discussion
• Effective for individuals with similar
needs
• Participants commonly gain support,
assistance, and encouragement
from other members
14. Demonstration and
Practice
• Should be used when skills need to
be learned
• Ample time should be allowed for
practice and return demonstration
15. Teaching aids
• Books, pamphlets, pictures, slides,
videos, tapes, and models
• Should serve as supplements to
verbal teaching
• Can be obtained from government
agencies, nonprofit groups, various
internet health web sites,
pharmaceutical and insurance
companies
16. Reinforcement and
follow-up sessions
• Offer time for evaluation and
additional teaching, if necessary
• Can greatly increase the
effectiveness of teaching
17. Documentation
• Document patient teaching:
• What was taught?
• How the patient responded?
• Use standardized patient teaching
checklists if available
