Client Education: Theory and Practice
Höfundur:
Mary A. Miller (Útgáfa: 4)
Kaup valmöguleikar
Client Education: Theory and Practice, Fourth Edition teaches nursing students the important skills of patient education and health promotion. The authors use their unique Miller-Stoeckel Client Education Model as the organizing framework to emphasize the importance of the Nurse-Client Relationship and how this relationship is paramount to the success of client education. They focus on the key role that nurses play in educating individuals, families and groups in clinical settings.
The updated Fourth Edition addresses the need for health education in nursing by covering the learning process and discussing the needs of clients across the age span. The authors' thoughtful revision includes updated statistics on chronic diseases and new data on generations Z and Alpha. Furthermore, they teach students how to work with culturally diverse populations by presenting specific teaching approaches.
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- Jones & Bartlett Learning
- 9781284311303
- 9781284298741
- ePub
- 4
- Mary A. Miller
- English
- 11/2024
- 100
- 30
- 10
Kaflar
- Cover
- Title Page
- Copyright Page
- Dedication
- Brief Contents
- Contents
- Preface
- New to the Fourth Edition
- Acknowledgments
- Chapter 1 Overview of the Miller–Stoeckel Client Education Model
- Introduction
- Purposes and Goals of Health Education
- The Miller–Stoeckel Client Education Model
- Nurse as Educator
- Nurses’ Role in Health Education
- Client as Learner
- Nurse–Client Relationship
- Nursing Process
- Teaching and Learning Process
- Clinical Judgment
- Evidence-Based Nursing Practice
- Interrelatedness of the Components in the Nurse–Client Relationship
- Client Education Outcomes
- Definitions
- Health Education
- Health
- Illness
- Stoeckel Wellness–Illness Functional Continuum
- Health Belief and Health Promotion Models
- Context for Health Education
- National Importance of Health Education
- Living in an Interactive and Interdependent Global Community
- Future Challenges and Trends Facing Nurses as Educators
- Summary
- Exercises
- References
- Chapter 2 Thinking and Learning
- Introduction
- Domains of Learning
- Cognitive Domain
- Affective Domain
- Psychomotor Domain
- Thinking
- Definitions of Thinking
- Ways of Thinking
- Problem Solving
- Critical Thinking
- Creative Thinking
- Intuition
- Reflection
- Other Ways of Thinking
- Reflecting on Your Thinking
- Promoting Thinking in Clients
- Styles of Thinking and Learning
- Sternberg’s Thinking Styles
- Witkin and Goodenough’s Cognitive-Style Dimensions
- Kolb’s Experiential Learning Model: Learning Cycle and Styles
- Gardner’s Multiple Intelligences
- Sensory-Based Learning Styles
- Implications for Health Education
- Summary
- Exercises
- References
- Chapter 3 Theories and Principles of Learning
- Introduction
- Value of Theory
- Theories of Learning
- Behavioral Views of Learning
- Stimulus–Response
- Operant Conditioning
- Propositions of Behavioral Theory
- Implications for Health Education
- Cognitive Views of Learning
- Gestalt View of Learning
- Implications for Health Education
- Constructivism View of Learning
- Implications for Health Education
- Information Processing View of Learning
- Implications for Health Education
- Social Cognitive View of Learning
- Implications for Health Education
- Principles of Learning
- Focusing Intensifies Learning
- Repetition Enhances Learning
- Learner Control Increases Learning
- Active Participation Is Necessary for Learning
- Learning Styles Vary
- Organization Promotes Learning
- Association Is Necessary to Learning
- Imitation Is a Method of Learning
- Motivation Strengthens Learning
- Spacing New Material Facilitates Learning
- Recency Influences Retention
- Primacy Affects Retention
- Arousal Influences Attention
- Accurate and Prompt Feedback Enhances Learning
- Application of New Learning in a Variety of Contexts Broadens the Generalization of That Learning
- The Learner’s Biologic, Psychologic, Sociologic, and Cultural Realities Shape the Learner’s Perception of the Learning Experience
- Summary
- Exercises
- References
- Chapter 4 Learner and Setting Assessment
- Introduction
- Psychological Factors
- Perception
- Motivation
- Emotional Status
- Biological Factors
- Health Status
- Developmental Stages
- Physical Challenges
- Social Factors
- Culture/Support System
- Socioeconomic Status
- Generational Differences
- Intellectual Factors
- Educational Level
- Willingness to Learn
- Background Knowledge
- Environmental Factors
- Types of Settings
- Physical and Emotional Atmosphere
- Summary
- Exercises
- References
- Chapter 5 Child Learner
- Introduction
- Biologic Characteristics, Psychosocial Stages, and Developmental Tasks
- Infants (Birth to 1 Year)
- Toddlers (1 to 3 Years)
- Preschool (3 to 4 Years)
- School Age (5 to 12 Years)
- Adolescent (13 to 19 Years)
- Implications for Health Education
- Promote and Retain Health
- Restore Health
- Orientation to Learning
- Learning in Children
- Learning Styles in Children
- The Role of Play in Learning
- Practices That Encourage Child Learning
- Pedagogy
- Implications for Health Education
- Educating Clients with Disabilities
- Educating Families
- Educating Groups and Communities
- Educating Health Team Members
- Summary
- Exercises
- References
- Chapter 6 Adult Learner
- Introduction
- Biologic Characteristics, Psychosocial Stages, and Developmental Tasks
- Early Adulthood (Early 20s Through 30s)
- Middle Adulthood (40s Through Late 60s)
- Implications for Health Education
- Promote and Retain Health
- Restore Health
- Orientation to Learning
- Goal-Oriented Learners
- Activity-Oriented Learners
- Learning-Oriented Learners
- Andragogy
- The Need to Know
- The Learners’ Self-Concept
- The Role of the Learners’ Prior Experiences
- Readiness to Learn
- Orientation to Learning
- Motivation to Learn
- Experiential Learning
- Implications for Health Education
- Educating Clients with Disabilities
- Educating Families
- Educating Groups and Communities
- Educating Health Team Members
- Summary
- Exercises
- References
- Chapter 7 Older Learner
- Introduction
- Ageism
- Psychosocial Stages, Developmental Tasks, and Physiologic Changes of Late Adulthood
- Psychosocial Stages
- Developmental Tasks
- Physiologic Changes that Affect Teaching and Learning
- Implications for Health Education
- Promote and Retain Health
- Restore Health
- Nutritional Needs
- Ethnic Elderly
- Educating Clients with Disabilities
- Chronic Diseases
- Cognitive Functioning
- Educating Families
- Educating Groups and Communities
- Educating Health Team Members
- Summary
- Exercises
- References
- Chapter 8 Culturally Diverse Learner
- Introduction
- Characteristics of Learners from Different Cultures
- Shifting Demographics
- Healthcare Disparities
- Cultural Competence and Cultural Humility
- Definition of Cultural Competence
- Campinha-Bacote Cultural Competence Model
- Definition of Cultural Humility
- Cultural Assessment Models
- Assessing Cultural Competence
- Culturally Congruent Client Education
- Stoeckel Culturally Congruent Client Education Model
- Culturally Based Actions
- Rationales
- Culturally Based Client Education Outcomes
- Culturally Specific Client Assessments and Concerns
- African American
- Asian American
- Hispanic
- Native Americans
- Cross-Cultural Communication
- Verbal Communication
- Nonverbal Communication
- Focused Cultural Assessment Tools
- Use of Interpreters
- Linguistically and Culturally Appropriate Teaching Strategies and Instructional Materials
- Summary
- Exercises
- References
- Chapter 9 Nurse Educator as Learner
- Introduction
- Overview of the Continuum of Learning
- Role of the Nurse as Educator
- Application of the Miller–Stoeckel Client Education Model
- Workplace Learning
- Levels of Proficiency in Teaching
- Advanced Role of Nurse as Educator
- Nurse Educators in the Academic Environment
- Educational Preparation
- Role and Responsibilities
- Philosophy of Teaching and Learning
- Nurse Educators in the Practice Environment
- Role and Responsibilities
- Becoming an Effective Nurse Educator
- Characteristics of Effective Nurse Educators
- Choosing a Workplace
- Transition Issues
- Evaluation Process
- Professional Behaviors
- Lifelong Learning
- Self-Care for Nurse Educators
- Summary
- Exercises
- References
- Chapter 10 Client Education Plan
- Introduction
- Client Education Plan
- Mission
- Goals
- Learning Outcomes
- Learning Objectives
- Reordering of the ABCD Components
- Domains of Learning
- Cognitive Domain
- Affective Domain
- Psychomotor Domain
- Conditions
- Degree
- Selection of Content
- Selection of Evaluation Methods
- Case Example: Mrs. Rosa Lopez
- Summary
- Exercises
- References
- Chapter 11 Teaching Strategies
- Introduction
- Types of Teaching Strategies
- Teacher-Directed Strategies
- One-to-One Individual Instruction
- Lecture
- Guest Lecture
- Lecture with Discussion and Questions and Answers
- Demonstration and Return Demonstration
- Team Teaching
- Teacher-Facilitated Strategies
- Group Activities and Teaching
- Role-Play
- Simulation
- Types of Simulation and Benefits/Disadvantages
- Web-Based Delivery of Health Education
- Learner-Directed Strategies
- E-health Interactive Tutorials
- Games
- Self-Directed Learning (Technology-Assisted Strategies and Programmed Instruction)
- Peer Counseling
- Selecting the Right Teaching Strategy
- Case Example: Mrs. Rosa Lopez
- Summary
- Exercises
- References
- Chapter 12 Instructional Materials
- Introduction
- Health Literacy
- Types of Instructional Materials
- Printed Materials
- Selecting Printed Materials
- Pamphlets and Brochures
- Instructional Handouts and Patient Education Pathways
- Bulletin Boards
- Posters
- Flip Charts
- Whiteboards or Chalkboards
- Preparing Your Own Written Materials
- Evaluating Printed Materials
- Multimedia
- Video Media
- Audio Media
- Computer-Assisted Instruction
- Digital Camera and Photographs
- Slides
- Objects and Models
- Transparencies
- PowerPoint Slides
- Storyboards
- Cartoons
- Mobile Devices
- The Internet and World Wide Web
- E-Health Websites
- Evaluating Website Information
- Social Networking Websites
- Selecting Instructional Materials
- Clients with Disabilities
- Evaluating the Effectiveness of Instructional Materials
- Copyright Issues in Using Instructional Materials
- Summary
- Exercises
- References
- Chapter 13 Formative Evaluation
- Introduction
- Evaluation
- Formative Evaluation: Evaluation of the Client Education Plan
- Concept Comprehension
- Motivation
- Formative Evaluation: Evaluation of the Learning Environment
- Delivery Format
- Technology
- Formative Evaluation: Evaluation of the Nurse–Client Interaction
- Engagement
- Communication
- Case Example: Mrs. Rosa Lopez
- Summary
- Exercises
- References
- Chapter 14 Summative Evaluation
- Introduction
- Summative Evaluation: Evaluation of Client Learning
- Measurement
- Sources of Error in Measurement
- Direct Measurement Methods
- Indirect Measurement Methods
- Choosing Appropriate Measurement Methods
- Evaluation of Health Team Members
- Summative Evaluation: Evaluation of Educational Effectiveness
- Course Evaluation
- Program Evaluation
- Summative Evaluation: Evaluation of Integration of Learning into Daily Living
- Client Adherence
- Client Nonadherence
- Promoting Client Adherence
- Impact on the Community
- Ecological Perspective on Medical Adherence
- Case Example: Mrs. Rosa Lopez
- Adherence for Mrs. Lopez
- Summary
- Exercises
- References
- Chapter 15 Application of the Miller–Stoeckel Client Education Model
- Introduction
- Overview of the Miller–Stoeckel Client Education Model
- Purpose
- History
- Brief Description
- Conceptual and Theoretical Support
- Definition of Major and Embedded Concepts in the Model
- Major Concepts
- Embedded Concepts
- Propositions of the Model
- Assumptions of the Model
- Application of the Model
- Example: One-on-One Client Education
- Example: Group/Community Client Education
- Summary
- References
- Index