NUR/427 Version 5 / 1
Read Me First
Week 1
Introduction
Nurses are responsible for educating patients in nearly all health care settings. “Today, chronic disease is responsible for 60% of all patient deaths worldwide. 17 million people will die prematurely this year from chronic disease” (World Health Organization, n.d.). Effective patient education programs help decrease the incidence and impact of chronic disease. Although most nurses spend a significant part of their time teaching patients, they often do not know why some teaching behaviors are successful and some are not. The focus of NUR/427 is motivation and learning theories as those apply to educating patients about managing their chronic disease processes.
This week in relation to the course and the program
Your previous BSN classes added new knowledge and reinforced previously learned concepts about professional nursing. You will spend the next few weeks increasing your understanding of how to motivate and effectively teach patients about their chronic disease processes. In Week One, you will define chronic disease, learn about theories of motivation and learning, and review Bloom’s taxonomy. You will be expected to incorporate that language when you write your patient education objectives. These educational objectives are for teaching-learning activities for your patients.
You will learn about the motivational and learning principles involved in the education of patients throughout their lifespan—childhood through old age—and patients of different cultural backgrounds. The learning needs, preferences, and methods will change, and so too must your strategies to meet people’s diverse needs.
Hints for a reading strategy of the assigned materials
Redman (2007) summarizes the process of teaching as these steps:
Assessment of need to learn
Assessment of motivation
Diagnostic statement and setting of objectives with patient
Teaching-learning
Evaluation and re-teaching if necessary (p. 2)
This is a concise look at the steps involved in doing what you do on a daily basis: educating patients. When we do not include each component of Redman’s process, we decrease the likelihood that our efforts will be as successful as they could be.
As you read through your text, try to imagine the learning needs of patients with the disorders included in the assigned chapters. Consider the motivation and learning needs of the very young, adult, middle, and mature patient. What are the most important educational points for patients with diabetes, hyperthyroid or hypothyroid conditions, mental disorders, or neurological deficits?
You have several journal articles available to help you see the teaching-learning process in action. You must accommodate different needs and different motivations to help patients who are newly diagnosed; those less compliant, those with new medical devices, those discharged from care the same day as surgery, and those who have had a chronic disease for a long time. You will see how to implement your understanding of motivation and learning in a variety of situations.
Also included in this week’s readings is a discussion of Bloom’s taxonomy, presented in the form of a case study. The language used in writing patient education objectives is important for clarifying what is expected and how to measure the success of your teaching-learning activities.
Some questions to ask as you develop your critical thinking
This week, as you work with patients, start to examine how you use motivation and learning theories in your educational efforts.
· What effect on learning does age have? How are educational activities best modified to be effective for the elderly patient?
· What is the effect of cultural and socio-economic differences on access to health care education?
· How effective are the written patient education materials you use at your workplace, given that many adults read on a sixth-grade level?
Summary
This week you will be reviewing and utilizing knowledge of motivation and learning theories to help improve self-care of chronic disease patients. Your assignments will help you better to understand the process and to start writing patient educational objectives.
This week, focus on needs assessment and how best to meet your patient’s established educational needs.
References
Redman, B. K. (2007). The practice of patient education. A case study approach. (10th ed.). St. Louis, MO: Mosby.
World Health Organization. (n.d.) Chronic disease and health promotion: Fact file. Retrieved January 19, 2006 from http://www.who.int/chp/en
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