It is important for him or her to develop a rapport and establish a sense of trust within the nurse-patient relationship. Gathering information in bits and pieces from various sources allows people to collect information at their own pace and to gather as much or as little information as they desire. If your unit has restrictions on gifts, make the family aware. The need for oxygen and survival predominates over all other human needs. The nurse must actively listen, maintain eye contact, seek clarification, and pay attention to verbal and nonverbal cues from the patient and the family to gather relevant information concerning perceived learning needs. Part of Springer Nature.   These factors should be recognized by the nurse before implementation of teaching. Culture or ethnicity, age, and adult learning principles influence the manner in which information is presented and concepts are understood. The education process follows the same framework as the nursing process: assessment, diagnosis, goals or outcomes, interventions, and evaluation. Bedside practitioners are expected to provide culturally competent care to each individual in the critical care setting. These factors should be recognized by the nurse before implementation of teaching. A database for nursing interventions and outcomes has been developed from research that began in the 1980s. Who is your doctor for this problem? Alterations in normal functioning related to disease-process progression, sedation, assist devices, or mechanical ventilation contribute to the possibility of mental alterations in the patient. It takes approximately 10-12 minutes to complete and score. A family can be defined as a group of individuals who are bonded by biologic, legal, and social relationships. Adults must be physically ready and emotionally willing to learn. Patches of different sizes, ethnicities, religions, cultures, attitudes, stages of development, and lived experiences would overlap and occupy their own individual spaces within the quilt framework.   How long the visit will last This type of consumerism has developed a populace that is more educated in health matters than ever before. The written teaching plan should identify the learning need, goals or expected outcome of the teaching-learning encounter, interventions to meet that outcome, and appropriate teaching strategies. Culture, beliefs, attitudes, and ability to mobilize resources affect a person’s ability to respond to a crisis situation.28 General characteristics of the stages of adaptation to illness are outlined in Table 5-1 with corresponding applications for the teaching-learning process. According to The Joint Commission, patients must receive “sufficient information to make decisions and to take responsibility for self-management activities related to their needs.”. For example, until the patient accepts the diagnosis of heart failure as part of who he or she is, he or she will not make appropriate changes in lifestyle to avoid an exacerbation of the disease. Patients and families move through these stages on an individual timeline and at a variable pace. Gifts: When a loved one is ill, it is traditional to send flowers, balloons, or cards. A common misconception among health care providers is that reading and comprehension levels are directly related to wealth and level of education; the implication is that someone with a graduate-level education has a higher reading level than someone who completed only grade school. The nurse must recognize that teaching occurs during every moment of a nurse-patient encounter.9 Instructions for how to use to the call bell or explanations of events and sensations to expect during a bed bath can be considered an education session.   It is important for him or her to develop a rapport and establish a sense of trust within the nurse-patient relationship.   The nursing diagnosis for deficient knowledge and accompanying interventions can be applied to any situation. Medication and diagnostic testing routine times The learning process generally involves altering some part of current behavior to produce changes in lifestyle, incorporating the new or chronic illness into daily living. Questions that elicit a yes-or-no response close off communication and do not provide an interactive teaching-learning session. The unwillingness to change behavior to manage health needs adds to the complexity of the critical care teaching-learning encounter. Education to prevent adverse drug reactions may be required because of the prevalence of multiple drug therapies.17 Older adults may also be coping with end-of-life issues and are in need of information to make informed decisions. For patients and families to value education, they must believe the information source is reliable. Adults tend to have a strong sense of self-concept, are goal-oriented learners, and like to make their own decisions.18 They take responsibility and accountability for their own learning and want to be respected as individuals, as well as recognized for accomplished life experiences. Several tools are available to assist health care professionals to screen for low literary skills.   Young adults may struggle with the issue of how to incorporate intimacy into their lives without feeling isolated from the mainstream social scene. Learning needs may change from day to day, shift to shift, or minute to minute. At no other point in history has the availability of information within the general population been so great.   Positive encounters decrease the stress response, relieve anxiety, promote individual growth and development, and increase patient and family satisfaction.4–6 The following are examples of positive outcomes associated with a structured teaching-learning process.7,8, • Clarification of patients’ understanding and perceptions of their chronic illness and care decisions, • Improved health outcomes relative to self-management techniques, such as symptom management, • Promotion of informed decision making and control over the situation, • Diminished emotional stress associated with an unfamiliar environment and unknown prognosis, • Improved adaptation to stressful situations, • Improved satisfaction with the care received, • Improved relationship with the health care team. Medical jargon should be limited and replaced by terms that are easy to understand. Learning needs can be defined as gaps between what the learner knows and what the learner needs to know, such as survival skills, coping skills, and ability to make a care decision. Information must also be gathered on factors that affect the education process and impair the ability of the patient or family to respond. • Are there any special needs, religious or otherwise, that we need to be aware of while you are in the hospital? It can be used in daily practice and can be found in two books: Nursing Interventions Classification (NIC) and Nursing Outcomes Classification (NOC). Older adult patients may have more difficulty reading patient educational materials or the label on the bottle of prescription medication than younger adults. Promoting the most basic human physiologic survival need for cellular oxygenation is the priority. Share this:Click to share on Twitter (Opens in new window)Click to share on Facebook (Opens in new window)Click to share on Google+ (Opens in new window) Strategic questioning provides an avenue for the nurse to determine whether the patient or family has any misconceptions about the environment, their illness, self-management skills, or the medication schedule. Family Depending on whether the outcome of the experience was positive or negative, it may help alleviate or heighten anxiety. Determining What to Teach You may also needPsychosocial and Spiritual Alterations and ManagementBurnsEnd-of-Life IssuesGenetics and Genomics in Critical CareThe Older Adult PatientThe Obstetric PatientCardiovascular DisordersPulmonary Therapeutic Management Patients and families may be ready and willing to learn but lack the ability to comprehend and act upon the information presented to them. Culture or ethnicity, age, and adult learning principles influence the manner in which information is presented and concepts are understood.5,12, A family can be defined as a group of individuals who are bonded by biologic, legal, and social relationships.3 The modern family is diverse in ethnic backgrounds, sexual orientation, age, gender, work experience, physical or mental challenges, communication skills, educational backgrounds, work experience, geographic location, lived experiences, and religious beliefs.13–15 A picture of the modern family would resemble that of a large patchwork quilt.