As evidenced by: [Check those that apply]
Patient’s Diagnosis: –
Date:-
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Note: you need to indicate time frame/target as objective must be measurable.
| Nursing Interventions | Scientific Rationale |
|---|---|
| Determine who will be the learner: patient, family, significant other, or caregiver. | Many elderly or terminal patients may view themselves as dependent on their caregiver, and therefore not want to be part of the educational process. |
| Assess motivation and willingness of patient and caregivers to learn. | Adults must see a need or purpose for learning. |
| Assess ability to learn or perform desired health-related care. | Cognitive impairments need to be identified so an appropriate teaching plan can be designed. |
| Identify priority of learning needs within the overall plan of care. | Adults learn material that is important to them. |
| Question patient regarding previous experience and health teaching. | Adults bring many life experiences to each learning session. Adults learn best when teaching builds on previous knowledge or experience. |
| Identify any existing misconceptions regarding material to be taught. | This provides an important starting point in education. |
| Determine cultural influences on health teaching. | Providing a climate of acceptance allows patients to be themselves and to hold their own beliefs as appropriate. |
| Determine patient's learning style, especially if patient has learned and retained new information in the past. | Some persons may prefer written over visual materials, or they may prefer group versus individual instruction. Matching the learner's preferred style with the educational method will facilitate success in mastery of knowledge. |
| Provide physical comfort for the learner. | This allows patient to concentrate on what is being discussed or demonstrated. |
| Provide a quiet atmosphere without interruption. | This allows patient to concentrate more completely. |
| Provide an atmosphere of respect, openness, trust, and collaboration. | This is especially important when providing education to patients with different values and beliefs about health and illness. |
| Establish objectives and goals for learning at the beginning of the session. | This allows learner to know what will be discussed and expected during the session. Adults tend to focus on here-and-now, problem-centered education. |
| Allow learner to identify what is most important to him or her. | This clarifies learner expectations and helps the nurse match the information to be presented to the individual's needs. |
| Explore attitudes and feelings about changes. | This assists the nurse in understanding how learner may respond to the information and possibly how successful the patient may be with the expected changes. |
| Allow for and support self-directed, self-designed learning. | Adults learn when they feel they are personally involved in the learning process. |
| Assist the learner in integrating information into daily life. | This helps learner make adjustments in daily life that will result in the desired change in behavior (or learning). |
| Allow adequate time for integration that is in direct conflict with existing values or beliefs. | Information that is in direct conflict with what is already held to be true forces a reevaluation of the old material and is thus integrated more slowly. |
| Allow learner to practice new skills; provide immediate feedback on performance. | This allows patient to use new information immediately, thus enhancing retention. |
| Encourage repetition of information or new skill. | To assist in remembering. |
| Provide positive, constructive reinforcement of learning. | A positive approach allows learner to feel good about learning accomplishments, gain confidence, and maintain self-esteem while correcting mistakes. Incorporate rewards into the learning process. |
| Document progress of teaching and learning. | This allows additional teaching to be based on what the learner has completed, thus enhancing the learner's self-efficacy and encouraging most cost-effective teaching. |