Chapter 5: Teaching Older Adults and Their Families - PowerPoint PPT Presentation

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Chapter 5: Teaching Older Adults and Their Families

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Title: Chapter 5: Teaching Older Adults and Their Families


1
Chapter 5 Teaching Older Adults and Their
Families
2
Learning Objectives
  • Apply key principles of adult learning to
    teaching older adults.
  • Discuss how changing demographics of the United
    States influences various aspects of the
    teachinglearning process.
  • Describe settings where health education for
    older adults can take place.
  • Describe the influence of cultural diversity on
    learning styles of older adults.

3
Learning Objectives (contd)
  • Discuss how health literacy influences teaching
    strategies used when educating older adults.
  • Compare the effect of normal physiologic changes
    and chronic illness on the learning process.
  • Apply strategies for enhancing teaching and
    learning of older adults.

4
Health Promotion and Illness/Injury Prevention
  • Healthy People 2020 Federal initiative that
    identifies health objectives relevant to older
    people (Table 5-1, p. 124-125)
  • The Patient Protection and Affordable Care Act
    of 2010 provides specific benefits to Medicare
    recipients including educational interventions
  • Factors influence learning motivation and
    ability educational levels, gender roles, work
    experience, cultural/spiritual values, physical
    health
  • Gerontological Nursing identifies Scope and
    Standards to include health education of
    patients, their families in their practice.
  • .

5
Principles of Adult Learning
  • GI Bill of Rights sent millions of veterans to
    college, changing peoples thinking about adult
    learning and introducing the concept of lifelong
    learning.
  • As baby boomers retire, many will return to the
    workforce full- or part-time, which may increase
    the need for new formal and informal educational
    options for adults

6
Theory of Adult Learning
  • Malcolm Knowles theory of adult learning.
  • Theory used in the development, planning and
    implementation of adult educational programs
  • Identifies motivation and relevance as key
    concepts in adults learning
  • Androgogy the unique characteristics of teaching
    and learning of adults

7
Theory of Adult Learning
  • Adults
  • expect respect for their abilities and experience
  • are autonomous, self-directed, independent
    learners
  • are goal oriented
  • need to know that what they are learning is
    relevant and practical to their daily lives
  • expect to actively participate in learning and
    build on previous life experiences
  • derive much of their self-identity from past
    experiences

8
Theory of Self Efficacy
  • People's beliefs about their capabilities to
    produce designated levels of performance that
    exercise influence over events that affect their
    lives
  • Older adults can learn to compensate for declines
    in physical health by maximizing their
    intellectual capabilities of increased knowledge,
    skill, and experience.

9
Theory of Self Efficacy
  • Gerogogy
  • Definition the process involved in stimulating
    and helping older persons to learn
  • teaching strategies leading to higher levels of
    empowerment and emancipation
  • Older adults can benefit from adjustments to
    teaching methods that consider impairments in the
    sensory, psychomotor, cognitive, and affective
    learning domains

10
Learning Preferences of Older Adults (Box 5-1,
5-2, P. 130)
  • Easy access, small investments of time and money
    to get started, and learning begins immediately.
  • Direct, hands-on experiences (Box 5-2)
  • Methods that enable them to keep up with whats
    going on in the world, for their own spiritual or
    personal growth, and/or for the simple joy of
    learning something new
  • Subjects that improve quality of life, build on
    current skill, or enable them to take better care
    of their health.
  • Use what they have learned right away or in the
    near future.

11
Barriers to Older Adults Learning
  • Health disparities (Box 5-3, p. 132)
  • Factors related to cultural diversity
  • Readability of materials for older adults
  • People who have low health literacy may have
    greater difficulty in locating providers and
    service, filling out complex health forms,
    sharing their medical history, seeking preventive
    health care, managing chronic health conditions,
    and understanding directions on medicine.

12
Technology for Older Adults Lifelong Learning
  • 70 of those age 5064 and 38 of adults 65 use
    the Internet
  • Half of Internet users between ages 50-64 and 26
    of users 65 used social networking sites
  • Seniors learn to use computer technology at
    public libraries, learning centers, and
    businesses that sell electronic devices.
  • Table 5-3, p.137

13
Strategies for Teaching Older Adults (Box 5-8,
P.143)
  • Use the principles of adult learning theory
  • Use multiple teaching modalities to keep the
    material interesting and maintain attention
  • Accommodate any unusual physical needs
  • Make presentations elder-friendly
  • Choose interesting content
  • Use principles of literacy and avoid jargon

14
Strategies for Teaching Older Adults
  • Avoid glare control environmental temperature
    and noise level
  • Use micro phone and speak slowly
  • Face the audience as many elders lip read
  • Limit content to 30-40 minutes
  • Handouts should be in large font.
  • Make sure the room is large enough and prepare
    adaptive equip.
  • Use low pitch voice
  • Use non-verbal gesture
  • Give enough time during break
  • Provide liquid refreshment during break

15
Summary
  • Nurses need to be
  • prepared to meet the unique educational needs of
    the growing population of older adults who
    increasingly reflect diversity
  • flexible and adaptable, provide accurate and
    reliable Internet resources, include families in
    the instructional setting, consider the physical,
    cognitive, and sensory changes that occur with
    normal aging, as well as chronic disease states,
    and adapt educational programs and materials to
    the unique needs of older adults.
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