Factors%20Influencing%20Assessment

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• Chapter 4
• Factors Influencing Assessment

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Assessing Readiness for Health Education

• Role of perception
• Readiness to learn
• Motivation to learn
• Level of wellness
• Socioeconomic factors
• Cultural factors
• Educational level

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Communication Challenges during Assessment

• Hearing impairment
• Vision impairment
• Language impairment
• Nurse/educators contribution to communication
  challenges

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The Teaching and Learning Environment

• Psychological environment
• Physical environment

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Teaching and Learning Settings

• Hospital and long-term care facility
• Private home
• School
• Worksite
• Community

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CCCC/AOL Quick Teaching Guide

• Assess Client Concerns
• Ask what are your concerns?
• Observe nonverbal behavior.
• Listen spoken and unspoken words.

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CCCC/AOL Quick Teaching Guide

• Assess Clients Knowledge
• Ask what do you understand about condition?
• Observe nonverbal behavior.
• Listen determine accuracy of knowledge and
  teaching needs.

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CCCC/AOL Quick Teaching Guide

• Create Teaching Plan
• Ask self what type and amount of information is
  needed?
• Observe context of client situation.
• Listen reflect on appropriateness of teaching
  plan.

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CCCC/AOL Quick Teaching Guide

• Carry Out Teaching Plan
• Ask what is your understanding of what I have
  explained?
• Observe nonverbal cues to understanding/not
  understanding, return demonstration.
• Listen client feedback, evaluate teaching.
  effectiveness, determine additional educational
  needs.

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The Child Learner

• the infant (0-1)
• the toddler (1-3)
• the preschooler (3-4)
• the school age (4-12)
• the adolescent (12-19)

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Factors Influencing Development

• Biological characteristics
• Psychosocial stages
• Developmental tasks

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Promote and Retain Health

• Prevention of illness
• Maintaining present health status
• Knowledge of health problem
• Treatment regimen

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Restore Health

• Acute illness
• Chronic illness
• Disability
• Accidents

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Application of Cognitive and Behavior Learning
Theories for Children

• Cognitive Theories of Learning
• Behavioral theory of Learning

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Learning in Children

• Learning styles
• Play
• Encouraging learning

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5 Steps for Personalized Health Teaching

• Build trust
• Assess factors that influence learning
• Establish learning objectives
• Selection of teaching strategies
• Implementation of plan
• Summative evaluation

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The Adult Learner

• Early Adulthood (20s-30s)
• Middle Adulthood (40s-60s)

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Comparison of Assumptions Pedagogy and
Andragogy
Assumptions Pedagogy Andragogy
Need to know Teacher driven Learner driven
Self-concept Accepts Self-directed
Role of experience Happens to learner Integral to learner
Readiness Biology and academic based Social and life roles
Orientation Subject central Life-centered
Motivation External Internal
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Andragogic Assumptions about learning

• The need to know
• The learners self-concept
• The role of the Learners Experiences
• Readiness to learn
• Orientation to learning
• Motivation to learn

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Promote and Retain Health

• General health habits
• General living conditions
• Medications
• Sexual habits
• Pregnancy/children
• Industry/employment
• Disease prevention

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Houles Orientation to Learning

• Goal-oriented learners
• Activity-oriented learners
• Learning-oriented learners

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Ageism

• Discrimination against the elderly
• Leads to disparities in health care
• Increase in the elderly population
• Confronting myths and stereotypes

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Psychosocial Stages

• Ego integrity vs. despair
• Ego differentiation vs work role preoccupation
• Body transcencence vs body preoccupation
• Ego transcendence vs ego preoccupation

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Developmental Tasks

• Adjusting to retirement
• Continued employment
• Economic issues
• Adjustments to living situation
• Changing social roles
• Interests/hobbies
• Volunteer work

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Physiological Changes that Affect
Teaching/Learning

• Appearance
• Musculoskeletal system
• Cardiovascular system
• Respiratory system
• Gastrointestinal system
• Neurological system
• Sensory changes vision hearing

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Implications of Physiological Changes that Affect
Teaching/Learning

1. Promote and retain health
2. Biologic aging
3. General health habits
4. General living conditions
5. Disease illness prevention
6. Sexual habits
7. Community services

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Implications of Physiological Changes that Affect
Teaching/Learning

1. Restore Health
2. Acute illness
3. Chronic illness
4. Disability
5. Accidents
6. Community services

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Chronic Disease and Implications for
Teaching/Learning

• Prevalence of chronic disease in elderly
• heart disease, stroke, cancer, diabetes,
  hypertension, asthma, bronchitis, emphysema,
  arthritis, depression, vision loss, hearing
  impairment, alcoholism

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Cognitive Functioning

• Memory
• Medication and cognitive functioning

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Ethnic Elderly

• Projections through midcentury population to
  become more diverse
• Hispanic population
• Black population
• Asian population
• White population

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Ethnic Elderly

• Cultural Assessment
• View of old age
• Beliefs and values
• First-generation residents
• Language
• Assess health practices helpful, neutral or
  harmful

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Nutrition

• Sufficient food intake
• Adequate nutrition
• Adequate hydration
• Good Guide Pyramid
• Impact on memory, teaching/learning

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Health Education w/ Others

• Working with Families
• Working with Groups and Communities
• Working with Health Team Members

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Characteristics of Culturally Diverse Learners

• Shifting demographics
• Health care disparities

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Cultural Competence

• Definition
• Campinha-Bacotes Cultural Competency Model
• Cultural Assessment Tool
• Andrews Transcultural Assessment Guide
• Leiningers Sunrise Model
• Purnells Model for Cultural Competency
• Giger Davidhizars Transcultural Model

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Culturally Specific Client Assessments and
Concerns

• African American
• Asian American
• Hispanic
• Native American

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Cross-Cultural Communication

• Verbal
• Nonverbal
• Focused cultural assessment tools
• Use of interpreters

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Linguistically Culturally Appropriate Teaching
Strategies Instructional Material

• Linguistic competence
• Health literacy
• Sockalingams 8 principles

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The Culturally Congruent Client Education Model

• Culturally-based actions
• Rationale
• Culturally-based health education outcomes

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• Chapter 9
• Learning Objectives

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Learning Objectives as the basis for the teaching
plan

• Guide the purpose of the plan
• Guide teaching content
• Guide selection of teaching strategies
• Guide selection of instructional materials
• Guide evaluation

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Five factors to consider when establishing
learning objectives

• Educational philosophy (yours, physician, and
  health care institution).
• What clients what to learn.
• What you think clients need to learn.
• Time available for teaching and learning.
• Environment for teaching and learning.

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Writing Learning ObjectivesABCD Method

• Audience (who the learner is)
• Behavior (what the learner is to do)
• Conditions (the conditions under which the
  learner is to perform)
• Degree (how well the learner is to perform)

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Domains of Learning

• Cognitive domain that emphasizes thinking.
• Affective domain that emphasizes attitudes and
  feelings.
• Psychomotor domain that emphasizes doing and
  performing skills.

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Hierarchy Cognitive Domain

• Remembering
• Understanding
• Applying
• Analyzing
• Evaluating
• Creating

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Hierarchy Affective Domain

• Receiving
• Responding
• Valuing
• Organization
• Internalizing Values (Characterization)

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Hierarchy Psychomotor Domain

• Perception
• Set
• Guided response
• Mechanism
• Complex overt response
• Adaptation

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Teaching Plan Components

• Learning objectives
• Content
• Teaching strategies/instructional materials
• Evaluation methods

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Chapter 10

• Teaching Strategies

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Types of Teaching Strategies

• Teacher-directed Strategies
• Teacher-facilitated Strategies
• Learner-facilitated Strategies

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Teacher-directed Strategies

• Lecture
• Guest lecture
• Lecture with discussion/question and answer
• Demonstration/Return demonstration
• Team Teaching

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Lecture with Discussion/Question and Answer

• Focusing discussion
• Refocusing discussion
• Changing the focus
• Recapping
• Problems with the discussion strategy

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Teacher-facilitated Strategies

• Group Activities/Teaching
• Role play
• Simulation

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Learner-directed Strategies

• Games
• Self directed learning (computer assisted
  strategies and programmed instruction)
• Peer counseling

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Selecting the Right Teaching Strategy

• Educational needs and learning objectives
• Characteristics of the learner and teacher
• Learning context and environment
• Content to be learned