HEALTH EDUCATION/PATIENT

EDUCATION/HEALTH
PROMOTION
Prepared by Karima Minhas Pounjani
 OBJECTIVES
• Discuss the basic goals of patient education.
• Define health and the six dimensions of health.
• Describe the factors influencing on patient education.
• Describe the process of change in patient teaching.
• Describe the relationship teaching of the teaching process to nursing
process.
• Utilize the health belief and transtheoretical model for behavior
change.
• Describe evaluation of patient education.
 DEFINITIONS
HEALTH EDUCATION
Health education is any combination of learning experiences designed to help
individuals and communities to improve their health ,by increasing their knowledge
or influencing their attitudes.(WHO)
PATIENT EDUCATION
Patient education is a significant component of modern health care. A process of
assisting the patient to gain knowledge, skill and a value or attitude related to health
problem or for health promotion.
HEALTH PROMOTION
Health promotion is the process of enabling people to increase control over , and to
improve their health. There are a lot of community , organization individuals to
make health as a central part life. Our focus is to creating good health and making
positive changes all around us we called all this “health promotion’’.
GOALS OF HEALTH EDUCATION
• Patient education helps chronic people to develop ways of coping with their
impairment , live life to maximum potential.
• Patient education will assist patient who needs dialysis to learn ways to be
cooperative, and still maintain their sense of self.
• Patient education teaches patient the skill of problem-solving so that they can
figure out solutions when they are alone and at home.
• Example take sweet if they feel symptoms of hypoglycemia.
Continue……
• Prevent Hospitalization or Rehospitalization.
• The ultimate goal of patient education is to help the patient to be as fully
functional a person as possible in his her home and community and it is reduced
Re Hospitalization.
 HEALTH
• Health is a state of complete physical, mental and social well-being
and not merely the absence of disease or infirmity
SIX DIMENSIONS OF HEALTH
 FACTORS INFLUENCING
LEARNING/PATIENT TEACHING
• AGE AND DEVELOPMENT : It influence the clients ability to understand .
• MOTIVATION: A desire to learn influence speed of learning.
• ACTIVE INVOLVEMENT : learner’s participation and self interest in learning
will influence speed and retention better.
• RELEVANCY: Information should be relevant to the person to show interest and
gain knowledge from previous knowledge.
• FEEDBACK: Positive or negative feedback will increase practice regarding
psychomotor skills .
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• POOR ENVIRONMENTAL CONDITION AS FOLLOWS CAN

AFFECT LEVEL OF UNDERSTANDING:
• Inadequate lighting
• Temperature
• Ventilation distraction
• Noise
• Privacy
• EMOTIONAL FACTOR AS GIVEN BELOW CAN AFFECT LEARNING
PROCESS
• Anger
• Fear
• depression
 PATIENT EDUCATION AND NURSING
PROCESS
ASSESSMENT
Assessment of client considers client characteristics that may influence the learning process.
Several elements in the nursing history provides clues to learning needs. These elements are
includes.
• Age
• Clients understanding of health problems
• Health beliefs and practice
• Economic factor
• Cultural factors
• Learning style
• Clients support system
.
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Several elements in the physical examination provide clues to learning
needs .These are includes
Mental status
Nutritional status
Visual activity
Self-care activity
Hearing activity
Muscle coordination
DIAGNOSIS

Nursing diagnosis for clients with learning needs can be designated in two way as
follows
Clients primary concerns or problem .
Etiology of nursing diagnosis associated with client response to health alterations
or dysfunction .
Deficient knowledge or absence or deficiency of cognitive information related to
a specific knowledge .
Anxiety related to deficient knowledge.
 Risk for infection related to deficient knowledge.
 PLANNING
Developing a teaching plan is accomplished a series of steps. Involving the client at
this time promotes the information of a meaningful plan and stimulates client
motivation .The client who helps develops the teaching plan is more likely to
achieve the desired outcomes.
STEPS OF PLANNING FOR TEACHING
Determining teaching priority
Choosing content
Organizing learning experiences
Setting learning outcomes
Selecting teaching strategies
 IMPLEMENTATION
• The nurse needs to be flexible in implementing any teaching plan because the plan
may need revising .it is also important for nurses to use teaching techniques that
enhance learning and reduce or eliminate any barrier to learning such as pain or
fatigue.
GUIDELINES FOR TEACHING
Maintain respectful relationship between the nurse and client .
Know the pervious knowledge of the client about the topic.
Use teaching aids.
Teach clearly and concisely.
 EVALUATING

• Evaluation is both an ongoing and a final process in which the client, the nurse
and often the support people determine what has been learned .
• EVALUATING LEARNING :Learning is measured against the
predetermined learning outcomes selected in the planning phase of the teaching
process . And it is also important for nurses to evaluate their own teaching and the
content of the teaching program just as they evaluate the effectiveness of nursing
intervention for other nursing diagnosis.
 DOCUMENTATION
Documentation of the teaching process is essential as it is a legal record
that the teaching took place ..
DOCUMENT SHOULD INCLUDE
Diagnosed learning needs.
Topic taught .
Learning outcomes.
Client outcome need for additional teaching.
TRANSTHEORETICAL MODEL
STAGES OF CHANGE MODEL
STAGES OF CHANGE MODEL