Client Education: Theory and Practice

Höfundur: Mary A. Miller (Útgáfa: 4)
Client Education: Theory and Practice

Kaup valmöguleikar

Client Education: Theory and Practice, Fourth Edition kennir hjúkrunarfræðinemum mikilvæga færni í fræðslu sjúklinga og heilsueflingu. Höfundarnir nota hið einstaka Miller-Stoeckel Client Education Model sem ramma og leggja áherslu á mikilvægi sambands hjúkrunarfræðings og skjólstæðings, enda skiptir það sköpum fyrir árangursríka fræðslu. Fjallað er um lykilhlutverk hjúkrunarfræðinga við fræðslu einstaklinga, fjölskyldna og hópa í klínísku starfi.

Í uppfærðri fjórðu útgáfu er fjallað um þörfina fyrir heilbrigðisfræðslu í hjúkrun, námsferlið og þarfir skjólstæðinga á öllum æviskeiðum. Endurskoðunin hefur að geyma nýjustu tölfræði um langvinna sjúkdóma og ný gögn um Z- og Alfa-kynslóðirnar. Auk þess læra nemendur að vinna með fólki af ólíkum menningarlegum uppruna með því að kynna sér sértækar kennsluaðferðir.

  • Nýr kafli fjallar um mikilvægi þess að hjúkrunarfræðingar sinni eigin vellíðan og njóti stuðnings stofnana.
  • Nýjar upplýsingar um tækni, þar á meðal gervigreind, vélanám og djúpnám.
  • Uppfærð umfjöllun um hugræna færni og væga vitræna skerðingu (MCI), með áherslu á að kenna aðferðir til að bæta upp minnisskerðingu.

Nánar um bókina

Útgefandi
Jones & Bartlett Learning
ISBN
9781284311303
Print ISBN
9781284298741
Format
ePub
Útgáfa
4
Höfundar
Mary A. Miller
Tungumál
English
Útgefið
11/2024
Prent takmörkun á líftíma
100
Prent takmörkun
30
Afritunar takmörkun
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