1

Chapter 8

Client Teaching

2

Teaching focuses on combinations of the following subject areas:Self-administration of medicationsDirections and practice in using equipment for

self-careDietary instructionsRehabilitation programAvailable community resourcesPlan for medical follow-upSigns of complications and actions to take

Importance of Client Teaching

3

Four progressive stages of learning 1. Recognition of what has been taught

2. Recall or description of information to others

3. Explanation or application of information

4. Independent use of new learning

Stages of Learning

4

Assessing the Learner

To implement effective teaching, determine the client’s:

1.Preferred learning style.

2.Age and developmental level.

3.Capacity to learn

4.Motivations.

5.Learning readiness.

6.Leaning needs.

5

Learning Styles

Learning style referred to “The manner in which a person prefer to acquire knowledge“

Three general domains

1. Cognitive domain: style of processing information by listening or reading facts and descriptions

e.g. ( listing, identifying, locating,

summarizing, selecting…..)

6

Learning Styles (cont’d)

2. Affective domain: style of processing information that appeals to a person’s feelings, beliefs, or values

e.g. (supporting, accepting, refusing, defending.…..)

3. Psychomotor domain: style of processing information that focuses on learning by doing

e.g. (assembling, changing, filling, adding, removing.…..)

refer p. 106+107

7

Age and Developmental Level

Age-related categories of learning

1. Pedagogy

Science of teaching children or those with cognitive ability comparable to children

2. Androgogy

Principles of teaching adult learners

3. Gerogogy

Techniques that enhance learning among older adults

8

Age and Developmental Level (cont’d)Unique characteristics of young adults:

1. Technologically literate, having grown up with computers

2. Prefer visualizations, simulations, and other methods of participatory learning and quick responses

3. Expect immediate answers and feedback

4. Become bored with memorizing information and doing repetitious tasks

5. Like a variety of instructional methods from which they can choose

6. Respond best when they find the information to be relevant

9

Related differences among learners

PedagogyAndrogogyGerogogy

Physical immaturePhysically matureUndergoing degenerative changes

Lack experienceBuilding experienceVast (huge) experience

Compulsory learnerVoluntary learnerCrisis learner

Short attention spanLonger attention spanAttention affected by low energy level, fatigue, and anxiety.

Need direction and supervision

Self-directed and independent

Need structure and encouragement

Need immediate feedback

Can postpone feedbackRespond to frequent feedback

10

Capacity to Learn Literacy

1. Determine client’s level of literacy (Ability to read and write) before developing teaching plan• Illiterate :Unable to read or write

2. Protect client’s self-esteem by asking, “How do you learn

best?”

3. Use verbal and visual modes for instruction

4. Repeat directions several times in same sequence

5. Provide pictures, diagrams, or tapes (audio and video) for

future review

11

Capacity to Learn (cont’d)

Sensory deficits

o Older adults

o May have visual and auditory deficits

12

Capacity to Learn (cont’d)

Attention and concentrationAffect duration and teaching methods that are

appliedHelpful approaches:

o Implement health teaching when most alert and comfortable

o Keep teaching session short

o Use client’s name frequently

o Show enthusiasm

o Use colorful materials

o Involve client in an active way

o Vary tone and pitch of voice

13

Motivation

Learning is optimal: when person has purpose for acquiring new information

Desire for learning: to restore independence, prevent complications and to return home

Less desirable reasons: to please others, to avoid criticism

14

Learning Readinessاالستعدادية للتعلم

Readiness refers to client’s physical and psychological well-being

If client in pain, too warm or cold, dyspnea, fearful, depressed…. In these situations, restore comfort and then teach….

15

Learning NeedsTeaching and learning is individualized .

Questions the nurse can ask to assess client’s learning needs:• What does being healthy mean to you?• What things in your life interfere with being healthy?• What activities do you need help with?• What do you hope to accomplish before being

discharged?• How can we help you at this time?

16

Informal and Formal Teaching