RET 1024 Introduction to Respiratory Therapy

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RET 1024Introduction to Respiratory Therapy

• Module 6.0
• Patient Education

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Patient Education

• Education is an essential component of patient
  care
• For patients to assume or resume control of
  their health, they must be educated.

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Patient Education

• RRTs are frequently called on to educate
  patients about their cardiopulmonary diseases and
  techniques for treatments

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Patient Education

• Learning occurs in three domains
• Cognitive domain
• Involves helping patients understand particular
  facts and/or concepts
• Affective domain
• Centers around the patients attitude and
  motivational level
• Psychomotor domain
• Refers to the patients ability to perform
  physical tasks

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Patient Education

• Learning Objectives
• Objectives make clear what is to be accomplished
  and how, as well as providing direction and a
  method for evaluating the educational process

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Patient Education

• Learning Objectives
• Objectives should be written in measurable terms
  so that the RRT and the patient can recognize
  when the objective has been accomplished

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Patient Education

• Learning Objectives
• To state an objective in behavioral terms, begin
  with a verb
• Example
• Identify the indications for
• State the importance of
• Explain the relationship between

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Patient Education

• Learning occurs in three domains
• Cognitive Domain
• Facts and concepts that the RRT wants the
  patient to know and understand by the end of the
  education session
• Example Oxygen Therapy
• Identify the indications for O2 therapy
• State the importance of using the prescribed
  liter flow
• Explain the relationship between oxygen and
  combustion

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Patient Education

• Learning occurs in three domains
• Affective Domain
• The patients attitude and motivational level to
  learn (both affect the other two learning domains
  - cognitive and psychomotor)

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Patient Education

• Learning occurs in three domains
• Affective Domain
• Patients who have recently been given a poor
  prognosis or are in pain may not be in an optimal
  position to absorb instruction
• Respiratory therapists should assess a patients
  readiness to learn before attempting to educate
  them

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Patient Education

• Learning occurs in three domains
• Affective Domain
• Motivation is enhanced by
• Presenting the material clearly
• Using a variety of teaching methods
• Instruction / Demonstration
• Visual videos, posters, models, etc.
• Written material brochures
• Relating the facts and skills to practical
  applications
• Getting the patient to see whats in it for
  them is the key to motivation

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Patient Education

• Learning occurs in three domains
• Affective Domain
• Patients are best able to learn if
• Understand their disease process
• Know what is expected of them
• Accept their diagnosis
• Receive instruction both verbally and in writing

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Patient Education

• Learning occurs in three domains
• Affective Domain
• Learning Objectives
• Example O2 Therapy
• Agree that oxygen therapy is necessary
• Verbalize willingness to use oxygen appropriately
• Follow appropriate guidelines for its use

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Patient Education

• Learning occurs in three domains
• Psychomotor Domain
• Refers to the patients ability to perform
  physical tasks
• Patients exhibit a wide range of mechanical
  abilities. Because a patient requires more time
  and repetition to become proficient at a given
  task, is does not mean that he or she is less
  intelligent or unmotivated

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Patient Education

• Learning occurs in three domains
• Psychomotor Domain
• It is important to relate psychomotor skills
  (e.g. cleaning respiratory equipment) to skills
  the patient uses on a daily basis (washing dishes)

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Patient Education

• Learning occurs in three domains
• Psychomotor Domain
• Repetition is key in successfully teaching
  psychomotor skills
• Patients will remember 10 of what they hear,
  but 50 or more of what they DO!

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Patient Education

• Learning occurs in three domains
• Psychomotor Domain
• To confirm performance in the psychomotor
  domain, patients must provide return
  demonstration

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Patient Education

• Learning occurs in three domains
• Psychomotor Domain
• Return demonstration by the patient should
  include
• Repeating the steps in the procedure that your
  demonstrated
• Showing you what you taught them
• During this process the RT should be
• Patient
• Helpful
• Encouraging

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Patient Education

• Learning occurs in three domains
• Psychomotor Domain
• Learning Objectives
• Example O2 Therapy
• Operate an oxygen concentrator
• Adjust the flow meter
• Change the nasal cannula

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Patient Education

• Teaching Children Vs Adults
• Children Adults

Motivated by external factors Prizes, grades Motivated by internal factors Improved health
Dependent Take instruction Independent Do not like being dependent on others Readily learn skills that make them independent
Have limited experience Have rich experiences
Learn quickly May learn more slowly
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Patient Education

• Teaching Children Vs Adults
• Refer to Egans Fundamentals of Respiratory
  Care, Ninth Edition, Chapter 49, Patient
  Education and Health Promotion, for a more
  detailed explanation of the learning differences
  between children and adults

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Patient Education

• Respiratory Therapists as Educators
• Asthma Educators
• Smoking Cessation Counselors
• COPD support groups
• Pulmonary Rehab
• BCLS/ACLS Instructors
• Respiratory Department Educators
• College Professors

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Patient Education

• Respiratory Therapists as Educators
• Hospitals
• Clinics
• Homecare
• Community Health Fairs
• Educational Institutions

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Patient Education

• Patient Educators must be mindful of the need to
  constantly update and refine their teaching
  skills in order to become more effective teachers
• Accomplished via
• Observation of Colleagues
• Formal training academic
• or professional courses
• Practice

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Patient Education

• Evaluation of Learning
• Requires the respiratory therapist to look at
  each component of the each teaching-learning
  interaction, with a view to corrective
  intervention and remediation

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Patient Education

• Evaluation of Learning
• Often requires the educator to ask themselves,
• What did the patient learn?
• How can I enhance teaching and learning?

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Patient Education

• Evaluation of Learning
• Involves measurement of the learners
  achievements
• Asking questions
• Written test
• Teaching checklist
• Observational checklist
• The evaluation must be as objective as possible

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Patient Education

• Evaluation of Learning
• Example Teaching Checklist (MDI)
• ____ Remove the cap and hold the inhaler upright
• ____ Shake the inhaler
• ____ Tilt you head back slightly and breathe out
  slowly
• ____ Position the inhaler (either with the mouth
  open and inhaler 1-2 inches away from or
  directly in the mouth using a spacer/holding
  chamber
• ____ Press down on the inhaler to release
  medication as you start to breathe in slowly
• ____ Breath in slowly (3 5 seconds)
• ____ Hold your breath for 10 seconds to allow the
  medicine to reach deep into your lungs
• ____ Repeat puff as directed, waiting 1 min.
  between puffs may permit a second puff to
  penetrate your lungs better

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Patient Education

• Patient Education Documentation
• Documentation can take many forms
• Electronic
• Anecdotal chart entries
• Checklists
• Standardized forms

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Patient Education

• Patient Education Documentation
• Key Components
• Date and time of intervention
• Subject matter or content addressed
• Method of instruction
• Response of the learner or the result of the
  learning

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Patient Education

• Documentation of Learning

Interdisciplinary Patient Education/Family
Education Record Patients name
__________________________________________________
__________ Date ________________ Time of
Intervention ____________________________ Subjec
t matter/content addressed ______________________
_______________________ ________________________
_________________________________________________
Method of Instruction __________________________
_____________________________ ___________________
__________________________________________________
____ Response of learner/results of learning
_________________________________________ _______
____________ _____________________________________
________________ Initials/signature of health
care provider ___________________________________
_____