RET 1024 Introduction to Respiratory Therapy
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RET 1024 RET 1024 Introduction to Respiratory Introduction to Respiratory Therapy Therapy Module 6.0 Module 6.0 Patient Education Patient Education
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RET 1024 Introduction to Respiratory Therapy. Module 6.0 Patient Education. Patient Education. Education is an essential component of patient care For patient’s to assume or resume control of their health, they must be educated. Patient Education. - PowerPoint PPT Presentation
Transcript of RET 1024 Introduction to Respiratory Therapy
RET 1024RET 1024Introduction to Respiratory Introduction to Respiratory Therapy Therapy
Module 6.0Module 6.0Patient EducationPatient Education
Patient EducationPatient Education
Education is an essential component of Education is an essential component of patient carepatient care
For patient’s to assume or resume control of For patient’s to assume or resume control of their health, they must be educated.their health, they must be educated.
Patient EducationPatient Education
RRT’s are frequently called on to RRT’s are frequently called on to educate patients about their educate patients about their cardiopulmonary diseases and cardiopulmonary diseases and techniques for treatmentstechniques for treatments
Patient EducationPatient Education
Learning occurs in three domains:Learning occurs in three domains:1.1. Cognitive domainCognitive domain
Involves helping patients understand particular facts Involves helping patients understand particular facts and/or conceptsand/or concepts
2.2. Affective domainAffective domain
Centers around the patient’s attitude and motivational Centers around the patient’s attitude and motivational levellevel
3.3. Psychomotor domainPsychomotor domain
Refers to the patient’s ability to perform physical tasksRefers to the patient’s ability to perform physical tasks
Patient EducationPatient Education
Learning ObjectivesLearning Objectives
Objectives make clear what is to be Objectives make clear what is to be accomplished and how, as well as providing accomplished and how, as well as providing direction and a method for evaluating the direction and a method for evaluating the educational processeducational process
Patient EducationPatient Education
Learning ObjectivesLearning Objectives
Objectives should be written in Objectives should be written in measurable measurable termsterms so that the RRT and the patient can so that the RRT and the patient can recognize when the objective has been recognize when the objective has been accomplishedaccomplished
Patient EducationPatient Education
Learning ObjectivesLearning Objectives
To state an objective in behavioral terms, To state an objective in behavioral terms, begin with a begin with a verbverb
Example:Example:1.1. IdentifyIdentify the indications for … the indications for …2.2. StateState the importance of … the importance of …3.3. ExplainExplain the relationship between … the relationship between …
Patient EducationPatient Education
Learning occurs in three domains:Learning occurs in three domains:
1.1. Cognitive DomainCognitive DomainFacts and concepts that the RRT wants the patient to know Facts and concepts that the RRT wants the patient to know and understand by the end of the education sessionand understand by the end of the education session
Example: Oxygen TherapyExample: Oxygen Therapy1.1. IdentifyIdentify the indications for O2 therapy the indications for O2 therapy
2.2. StateState the importance of using the prescribed liter flow the importance of using the prescribed liter flow
3.3. ExplainExplain the relationship between oxygen and the relationship between oxygen and combustioncombustion
Patient EducationPatient Education
Learning occurs in three domains:Learning occurs in three domains:2.2. Affective DomainAffective Domain
The patient’s attitude and motivational level to The patient’s attitude and motivational level to learn (both affect the other two learning domains learn (both affect the other two learning domains - - cognitive and psychomotor)cognitive and psychomotor)
Patient EducationPatient Education
Learning occurs in three domains:Learning occurs in three domains:2.2. Affective DomainAffective Domain
Patients who have recently been given a poor Patients who have recently been given a poor prognosis or are in pain may not be in an optimal prognosis or are in pain may not be in an optimal position to absorb instructionposition to absorb instruction
Respiratory therapists should assess a patient’s Respiratory therapists should assess a patient’s readiness to learnreadiness to learn before attempting to educate before attempting to educate themthem
Patient EducationPatient Education
Learning occurs in three domains:Learning occurs in three domains:2.2. Affective DomainAffective Domain
Motivation is enhanced by:Motivation is enhanced by: Presenting the material clearlyPresenting the material clearly Using a variety of teaching methodsUsing a variety of teaching methods
Instruction / DemonstrationInstruction / Demonstration Visual – videos, posters, models, etc.Visual – videos, posters, models, etc. Written material – brochures Written material – brochures
Relating the facts and skills to practical applicationsRelating the facts and skills to practical applications
Getting the patient to see “what’s in it for them” is Getting the patient to see “what’s in it for them” is the key to motivationthe key to motivation
Patient EducationPatient Education
Learning occurs in three domains:Learning occurs in three domains:2.2. Affective DomainAffective Domain
Patients are best able to learn if:Patients are best able to learn if: Understand their disease processUnderstand their disease process Know what is expected of themKnow what is expected of them Accept their diagnosisAccept their diagnosis Receive instruction both verbally and in writingReceive instruction both verbally and in writing
Patient EducationPatient Education
Learning occurs in three domains:Learning occurs in three domains:2.2. Affective DomainAffective Domain
Learning ObjectivesLearning Objectives
Example: O2 TherapyExample: O2 Therapy AgreeAgree that oxygen therapy is necessary that oxygen therapy is necessary VerbalizeVerbalize willingness to use oxygen appropriately willingness to use oxygen appropriately FollowFollow appropriate guidelines for its use appropriate guidelines for its use
Patient EducationPatient Education
Learning occurs in three domains:Learning occurs in three domains:3.3. Psychomotor DomainPsychomotor Domain
Refers to the patient’s ability to perform physical Refers to the patient’s ability to perform physical taskstasks
Patients exhibit a wide range of mechanical Patients exhibit a wide range of mechanical abilities. Because a patient requires more time abilities. Because a patient requires more time and repetition to become proficient at a given and repetition to become proficient at a given task, is does not mean that he or she is less task, is does not mean that he or she is less intelligent or unmotivatedintelligent or unmotivated
Patient EducationPatient Education
Learning occurs in three domains:Learning occurs in three domains:3.3. Psychomotor DomainPsychomotor Domain
It is important to relate psychomotor skills (e.g. It is important to relate psychomotor skills (e.g. cleaning respiratory equipment) to skills the cleaning respiratory equipment) to skills the patient uses on a daily basis (washing dishes)patient uses on a daily basis (washing dishes)
Patient EducationPatient Education
Learning occurs in three domains:Learning occurs in three domains:3.3. Psychomotor DomainPsychomotor Domain
Repetition is key in successfully teaching Repetition is key in successfully teaching psychomotor skillspsychomotor skills
Patients will remember 10% of what they hear, Patients will remember 10% of what they hear, but 50% or more of what they DO!but 50% or more of what they DO!
Patient EducationPatient Education
Learning occurs in three domains:Learning occurs in three domains:3.3. Psychomotor DomainPsychomotor Domain
To confirm performance in the psychomotor To confirm performance in the psychomotor domain, patients must provide domain, patients must provide return return demonstrationdemonstration
Patient EducationPatient Education
Learning occurs in three domains:Learning occurs in three domains:3.3. Psychomotor DomainPsychomotor Domain
Return demonstration by the patient should Return demonstration by the patient should include:include:
Repeating the steps in the procedure that your Repeating the steps in the procedure that your demonstrateddemonstrated
Showing you what you taught themShowing you what you taught them
During this process the RT should be:During this process the RT should be: PatientPatient HelpfulHelpful EncouragingEncouraging
Patient EducationPatient Education
Learning occurs in three domains:Learning occurs in three domains:3.3. Psychomotor DomainPsychomotor Domain
Learning ObjectivesLearning Objectives
Example: O2 TherapyExample: O2 Therapy OperateOperate an oxygen concentratoran oxygen concentrator AdjustAdjust the flow meterthe flow meter ChangeChange the nasal cannula the nasal cannula
Patient EducationPatient Education
Teaching Children Vs AdultsTeaching Children Vs Adults
Children Children AdultsAdults
Motivated by external factorsMotivated by external factorsPrizes, gradesPrizes, grades
Motivated by internal factorsMotivated by internal factorsImproved healthImproved health
Dependent Dependent Take instructionTake instruction
IndependentIndependentDo not likeDo not like being dependent being dependent on otherson othersReadily learn skills that make Readily learn skills that make them independentthem independent
Have limited experienceHave limited experience Have rich experiencesHave rich experiences
Learn quicklyLearn quickly May learn more slowlyMay learn more slowly
Patient EducationPatient Education
Teaching Children Vs AdultsTeaching Children Vs Adults
Refer to Egan’s Refer to Egan’s Fundamentals of Respiratory Care, Fundamentals of Respiratory Care, Ninth Edition, Ninth Edition, Chapter 49,Chapter 49, Patient Education and Health Promotion, Patient Education and Health Promotion, for a more for a more detailed explanation of the learning differences between children detailed explanation of the learning differences between children and adultsand adults
Patient EducationPatient Education
Respiratory Therapists as EducatorsRespiratory Therapists as Educators Asthma EducatorsAsthma Educators Smoking Cessation CounselorsSmoking Cessation Counselors COPD support groupsCOPD support groups Pulmonary RehabPulmonary Rehab BCLS/ACLS InstructorsBCLS/ACLS Instructors Respiratory Department EducatorsRespiratory Department Educators College ProfessorsCollege Professors
Patient EducationPatient Education
Respiratory Therapists as EducatorsRespiratory Therapists as Educators HospitalsHospitals ClinicsClinics HomecareHomecare Community Health FairsCommunity Health Fairs Educational InstitutionsEducational Institutions
Patient EducationPatient Education
Patient Educators must be mindful of the Patient Educators must be mindful of the need to constantly update and refine their need to constantly update and refine their teaching skills in order to become more teaching skills in order to become more effective teacherseffective teachers
AAccomplished via:ccomplished via: Observation of ColleaguesObservation of Colleagues Formal training – academic Formal training – academic
or professional coursesor professional courses PracticePractice
Patient EducationPatient Education
Evaluation of LearningEvaluation of Learning
Requires the respiratory Requires the respiratory therapist to look at each therapist to look at each component of the each component of the each teaching-learning teaching-learning interaction, with a view to interaction, with a view to corrective intervention corrective intervention and remediation and remediation
Patient EducationPatient Education
Evaluation of LearningEvaluation of Learning
Often requires the educator to Often requires the educator to ask themselves, ask themselves,
““What did the patient learn?”What did the patient learn?”
““How can I enhance teaching How can I enhance teaching and learning?and learning?
Patient EducationPatient Education
Evaluation of LearningEvaluation of Learning
Involves measurement of the learner’s Involves measurement of the learner’s achievementsachievements Asking questionsAsking questions Written testWritten test Teaching checklistTeaching checklist Observational checklistObservational checklist
The evaluation must be as objective as possibleThe evaluation must be as objective as possible
Patient EducationPatient Education
Evaluation of LearningEvaluation of LearningExample: Teaching Checklist (MDI)Example: Teaching Checklist (MDI)
1.1. ________ Remove the cap and hold the inhaler uprightRemove the cap and hold the inhaler upright2.2. ________ Shake the inhalerShake the inhaler3.3. ________ Tilt you head back slightly and breathe out slowlyTilt you head back slightly and breathe out slowly4.4. ________ Position the inhaler (either with the mouth open and Position the inhaler (either with the mouth open and
inhaler 1-2 inches away from or directly in the mouth inhaler 1-2 inches away from or directly in the mouth using a using a spacer/holding chamberspacer/holding chamber
5.5. ________ Press down on the inhaler to release medication as Press down on the inhaler to release medication as you start to breathe in slowlyyou start to breathe in slowly
6.6. ________ Breath in slowly (3 – 5 seconds)Breath in slowly (3 – 5 seconds)7.7. ________ Hold your breath for 10 seconds to allow the medicine Hold your breath for 10 seconds to allow the medicine
to reach deep into your lungsto reach deep into your lungs8.8. ________ Repeat puff as directed, waiting 1 min. between puffs Repeat puff as directed, waiting 1 min. between puffs
may permit a second puff to penetrate your lungs may permit a second puff to penetrate your lungs betterbetter
Patient EducationPatient Education
Patient Education DocumentationPatient Education Documentation
Documentation can take many formsDocumentation can take many forms ElectronicElectronic Anecdotal chart entriesAnecdotal chart entries ChecklistsChecklists Standardized formsStandardized forms
Patient EducationPatient Education
Patient Education DocumentationPatient Education Documentation
Key ComponentsKey Components Date and time of interventionDate and time of intervention Subject matter or content addressedSubject matter or content addressed Method of instructionMethod of instruction Response of the learner or the result of the learningResponse of the learner or the result of the learning
Patient EducationPatient Education
Documentation of LearningDocumentation of LearningInterdisciplinary Patient Education/Family Education Record
Patient’s name: ____________________________________________________________Date: ________________ Time of Intervention: ____________________________
Subject matter/content addressed: _____________________________________________
_________________________________________________________________________
Method of Instruction: _______________________________________________________
_________________________________________________________________________
Response of learner/results of learning: _________________________________________
___________________ _____________________________________________________
Initials/signature of health care provider: ________________________________________
