READ:
Patient education is one of the most important roles for nurses in any health care setting and a vital component of nearly all health promotion strategies. Nurses engage in patient education in all types of settings including hospitals, long-term care facilities, clinics, and client's homes.
In recent years that has been a move away from the teacher-as-expert model of teaching and learning. There is a strong movement towards a patient-centered model for teaching and learning in all health care settings. In a patient-centered model nurses and patients collaborate in teaching and learning using a partnership model. Facilitating client-centered teaching and learning has become a foundational competency for all Practical Nurses. Nurses are uniquely positioned to offer relevant, timely, and research-based education to the patients they care for.
The patient population that nurses care for today are more educated about health related topics than ever before. As our large baby boomer population continues to age we are seeing a shift in how clients are able to access and engage in health education. We are working with clients with ever increasing amounts of technological skills who are now more capable of seeking out and utilizing health information.
There is a significant amount of literature available focused on best practices for teaching and learning in health care settings. In this unit we will explore, at an introductory level, principles of teaching and learning in a health promotion context. We will also explore some of the major teaching and learning theories that have been utilized over the years.
READ:
Potter, P., & Perry, A. (2014). Canadian Fundamentals of Nursing (5th ed.). Toronto: Elsevier Canada. Read chapter 20 focused on Client education.
GLOSSARY:
Add the definitions for the following words to your glossary: Learning, Learning need, Compliance, Adherence, Andragogy, Pedagogy, health literacy
Learning domains are sometimes referred to as categories of learning outcomes. When we engage in any type of learning, whether it be formal or informal, the skills we learning fall into three categories. These domains include new mental skills (cognitive domain), new attitudes (affective domain), or new skills (psychomotor skills). It is important for Practical Nurses to understand these learning domains. By analyzing the learning domain that the desired outcomes falls into nurses can determine what type of teaching and learning activities would be most appropriate to include in the lesson plan.
READ:
Read the following online article which elaborates on the thee domains of learning (cognitive, affective, psychomotor).
https://www.uoguelph.ca/tss/pdfs/Domains%20of%20Learning.pdf
DISCUSSION:
The discussion for this unit will focus on factors that facilitate or inhibit learning throughout the lifespan. In small groups you will be assigned one of the following topics: Age and developmental stage, motivation, readiness, Active involvement, relevance, feedback, simple to complex, repetition, timing, environment, emotions, physiological events, cultural barriers, psychomotor ability.
In your small groups investigate how your assigned topic facilitates and/or inhibits learning throughout the lifespan. Post your findings to the assigned discussion forum.
INVESTIGATE:
Investigate what the role of the Practical Nurse is in assisting clients to access accurate health information from the internet.
Find at least one legitimate internet resource that offers information aimed at health promotion that could be accessed by patients or used as a teaching/learning resource by Practical Nurses. Share your resource with the group.
INVESTIAGE:
Investigate the concept of health literacy. How does health literacy both positively and negatively impact teaching and learning in the context of health promotion?