A Person who Imparts Knowledge and Skills  Is the one who has skills in the art of teaching

He/ she demonstrates proficiency in the use of language, adopts varied teaching strategies, recognizes change, applies innovations, revises techniques for optimum results, and allows himself to be guided by acknowledge principles and theories of education

Is a registered nurse who has advance education including clinical training in a health car specialty. They help students and practicing nurses identify their needs, strengths and limitations, and they select learning opportunities that will build on strengths and overcome limitations.

ABILITY TO MOTIVATE HIGH ACADEMIC ENGAGEMENT AND COMPETENCE  EXCELLENT CLASS MANAGEMENT


ABILITY TO FOSTER A POSITIVE, REINFORCING, COOPERATIVE ENVIRONMENT  TEACHING SKILLS IN CONTEXT  AN EMPHASIS ON LITERATURE


MUCH READING AND WRITING  A MATCH BETWEEN ACCELERATING DEMANDS AND STUDENT COMPETENCE  ENCOURAGING SELF- REGULATION


CONNECTIONS ACROSS CURRICULA  PROFESIONALISM AND PROPER DECORUM



BELIEFS AND PRACTICES OF PREHISTORIC MAN

Nomads


  

The philosophy of life was the best for the most. Ruled by the law of self-preservation. Nursing function belonged to women. Believed that illness was caused by the invasion of evil spirit through the use of black magic.

HISTORICAL PERSPECTIVE IN NURSING

A. PERIOD OF INTUITIVE NURSING


Nursing was untaught and instinctive Performed out of compassion for others Out of the wish to help others

NURSING IN THE NEAR EAST

Man s mode of living changed from nomadic style to an agrarian society.  Developed a means of communication.  Beginning of a body of scientific knowledge.


Nursing remained the duty of slaves, wives, sisters or mothers.  Care of the sick was closely related to religion, superstition and magic.  Astrology and numerology were also used in medical practice.  It was also a birth of 3 great religious ideologies; Judaism,


2.

Shaman

they are the medicine man who used hypnosis, charms, dances, incantations, purgatives, massage, fire, water, and herbs as a means of driving illness from the victims. Trephining the last resort to drive evils spirit from the body of the affected by


CONSTITUTION OF MEDICINE AND NURSING A. Babylonia

Code of Hammurabi are provided laws that covered every facet of Babylonian life including medical practice. - Medical regulation established fees, discourage disease and gave each patient the right to choose between the use of charms, medications, or surgical procedure to cure a disease.

C.

Israel - Moses was recognized as the Father of Sanitation. He wrote the five books of the Old Testament which: 1. Emphasized the practice of hospitality to strangers and acts of charity.

2. Promulgated

laws of control of the spread of communicable disease and the ritual of circumcision of the male child. 3. Referred to nurses as midwives, wet nurses or child s nurse whose acts where compassionate and

NURSING IN THE FAR EAST

A.

China - People strongly

believed in spirits and demons as seen in the practices such as giving male babies girls clothes to keep them from befalling evils.

B.

India - Men of medicine built hospitals, practices an intuitive form of asepsis. - Sushurutu made a list of functions and qualifications of nurses first time in the recorded history. - Nurses functions were described as combination of physical therapist and cook.

NURSING IN ANCIENT GREEKS - Nursing was the task of the untrained slaves. - Greeks introduced the Caduceus the insignia of the medical profession today. - Hippocrates was born in Greece and was given the title of Father of Scientific Medicine.

B.


Rome
A place where the transition from pagan to Christian philosophy took place. There was a contrast between the materialism of pagan society and the spirituality of Christianity. They believed that illness was a sin of weakness.

Called the on the job training period.  Nursing care was performed without any formal education, who were directed by mere experienced nurses.  Religious orders of the Christian Church were responsible for the development of this kind of

MANAGER  COUNSELOR  MOTIVATORS  LEADER  MODEL



  

PUBLIC RELATIONS SPECIALIST PARENT SURROGATE FACILITATOR INSTRUCTOR MENTOR/ CONSULTANT

CARE PROVIDER provision of care in meeting the needs of the patient physically, emotionally, intellectually and spiritually.  COMMUNICATOR thru the use of interpersonal and therapeutic communication skill to establish and maintain helping relationship with patient in all ages and in any setting.


TEACHER / EDUCATOR use communication skills to assess, implement, and evaluate individualized teaching plan to meet learning needs of patient and their families.  COUNSELOR- the use of intrapersonal communication skills to provide information, make appropriate referrals, and facilitates the patient s problem solving and

LEADER the assertive, self confident practice of nursing when providing care. the participation  RESEARCHER in or conduct a research to increase knowledge in nursing and improve nursing care.

ADVOCATE - the protection of human or legal rights and securing of care for all patients based on the belief that patient have the right to make informed decisions about their own health and lives.

APPLYING LEARNING THEORIES IN HEALTH CARE PRACTICE



Teaching is the Responsibility of the Teacher and Learning is the Responsibility of the LearnerLearnerTeaching is a two way track. The stimulus is teaching and the response is learning.

LEARNING


IS A RELATIVELY PERMANENT CHANGE IN THE BEHAVIOR OF THE INDIVIDUAL BROUGHT BY HIS INTERACTION WITH HIS ENVIRONMENT.

A PROCESS INFERRED FROM RELATIVELY STABLE CHANGES IN BEHAVIOR THAT RESULT THROUGH PRACTICE OR INTERACTION AND ADAPTATION TO THE ENVIRONMENT

AS A MENTAL ACTIVITY IS ACHIEVED BY MEANS OF ACQUISITION OF KNOWLEDGE, SKILLS, HABITS, ATTITUDES AND IDEAS WHICH ARE RETAINED AND UTILIZED, RESULTING IN THE PROGRESSIVE ADAPTATION AND MODIFICATION OF BEHAVIOR.

LEARNER


IS A PERSON WHO IS RECEIVING INSTRUCTION OR LESSONS FROM A PARTICULAR TEACHER. IT BE CLASSIFIED AS PUPILS (ELEMENTARY LEVEL) OR STUDENTS (ABOVE ELEMENTARY LEVEL)

TYPES OF LEARNING
1.

RATIONAL LEARNING Type of learning that involves the operation of intellectual activities, particularly the capacity to generalized experiences through the formation of concept and judgment used in reasoning.

Activities like formation analytical and creative thinking, abstraction and inference of generalization, problem- solving and application of knowledge acquired.  School activities like development of vocabulary, the understanding, comparing, identifying, discriminating and discerning ideas are clearly intellectual in natur.


2. MOTOR LEARNING
Learning which involves the use of muscles.  Used of learning leads to acquisition of a skills.  Drawing, writing, typing, industrial activities, home economics project, gymnastics and playing musical instruments.


3. ASSOCIATIONAL LEARNING


Type of learning that seeks the development of an associative pattern by which ideas and experiences are retrained, recalled, and recognized through the process of linking together or establishing relationship between and among the ideas and experiences.

Type of learning refers to the ways of facts and materials are acquired in many school subjects like spelling, number combination, dates and events, persons and events in history, grammatical relationship formulas in mathematics and sciences and vocabulary in languages.

4. APPRECIATIONAL LEARNING


Type of learning which involves the acquisition of attitudes, ideals, satisfactions, judgment and knowledge concerning values. It calls for the development of a taste for or liking for the finer aspect of life literature, music & fine arts.

LEARNING THEORIES


Behaviorist Theory


behavior is a result of a series of conditioned reflexes, and all emotion and thought is a result of behavior learned through conditioning (Reinforcement Theory)

Cognitive Learning TheoryTheory- is the study of how our brains

work in the process of perceiving, thinking, remembering, and learning. (Information (Information Processing) Processing)


Schema or schemata- knowledge structures that schemataare stored in memory. All knowledge is packed into its unit

Accretion is the learning of facts  Tuning- evolved or are refine Tuning Restructuring-development of new by Restructuringcopying the old and adding new elements that are different


Concepts of Cognitive Theory



Learning acquisition of knowledge and skills that changes a person s behavior

Metacognition  Reservior of Knowledge  Sometimes called cognitive strategy instructions  the study of information processing and sometimes defined as thinking about one s thinking.


MemoryMemory- is that information is both processed and store in three stages.  Sensory memory is fleeting. Objects we see may last in sensory memory for only half a second. Things we hear remain in sensory memory for three seconds.

Short term memory- things memorymay be interesting to a person that could stimulate a schema. Last for 20 seconds unless we mentally or verbally repeat them  Long term memorymemoryapplication of mnemonic in order to be familiar.


TransferTransfer- is the ability to take information learned in one situation and apply it to other.  Factors for successful transfer  The extent to which the material was originally learned.

Ability to retrieve information from memory.  The way which the material was taught and learned.  Similarity of the new situation from the original.


SOCIAL LEARNING THEORY(SOCIAL COGNITIVE THEORY)



People learned as they constantly interacting with their environment. Learning occurs as a result of observing other people s behavior and its consequence.

Attention processprocessDetermined which modeled behavior will be learned.  Retention process-ability to processretained modeled behavior in permanent memory


GROWTH & DEVELOPMENT

Importance of Knowledge About Growth and Development to the Role of the Nurse


Health Promotion and Illness Prevention  Determining a child's developmental stage is often the primary focus of a health interview.

Health Restoration and Maintenance



It is also essential to consider developmental stages when caring for a sick child or one having surgery.


Preparing a 5-year-old child for surgery, for example, would be ineffective unless you know how much a 5-year-old child can be expected to comprehend.

Growth and Development



The terms growth and development are occasionally used interchangeably, Growth is generally used to denote an increase in physical size or a quantitative change.  Growth in weight is measured in pounds or kilograms  Growth in height is measured in inches or centimeters.

Development
indicate an increase in skill or the ability to function (a qualitative change).  measured by observing a child's ability to perform specific tasks  Maturation is a synonym for development.


Psychosexual development  is a specific type of development that refers to developing instincts or sensual pleasure (Freudian theory).  Psychosocial development  refers to Erikson's stages of personality development.


Moral development
the ability to know right from wrong and to apply these to reallife situations.  Kohlberg


Cognitive development
the ability to learn or understand from experience, to acquire and retain knowledge, to respond to a new situation, and to solve problems  Piaget's theory of cognitive development  measured by intelligence tests and by observing a child's ability to function effectively in his or her environment.


Factors Influencing Growth and Development



Genetic inheritance and environmental influences

are two primary factors that determine a child's pattern of growth and development

Factors Influencing Growth and Development



Genetics
physical characteristics such as eye color and height potential  determines other characteristics such as learning style and temperament.  An individual may also inherit a genetic abnormality, which may result in disability or illness at birth or later in life.


Gender


girls are born lighter (by an ounce or two) and shorter (by an inch or two) than boys. By the end of puberty (14 to 16 years), boys again tend to be taller and heavier than girls.

Health


A child who inherits a genetically transmitted disease may not grow as rapidly or develop as fully as a healthy child, depending on the type of illness and the therapy or care available for the disease.

Intelligence
Children with high intelligence do not generally grow faster physically than other children  do tend to advance faster in skills.  Occasionally, a child of high intelligence will fall behind in physical skills because he or she spends time with books or mental games rather than with games that develop motor skills and so does not receive practice in these areas.


Temperament
Temperament is the usual reaction pattern of an individual, or an individual's characteristic manner of thinking, behaving, or reacting to stimuli in the environment (Chess & Thomas, 1995).  some adapt quickly to new situations and others adapt slowly, and some react intensely and some passively


Activity Level


The level of activity among children differs widely.

Rhythmicity
A child who has rhythmicity manifests a regular rhythm in physiologic functions.  such children tend to wake up at the same time each morning, are hungry at regular 4-hour periods, nap the same time every day, and have a bowel movement at the same time every day.


Approach


refers to a child's response on initial contact with a new stimulus.

Adaptability  the ability to change one's reaction to stimuli over time.  Infants who are adaptable can change their first reaction to a situation without exhibiting extreme distress.

Intensity of Reaction
Some children react to situations with their whole being.  Cry loudly, thrash their arms, and begin temper tantrums when their diapers are wet, when they are hungry, and when their parents leave them.  Others rarely demonstrate such overt symptoms of anger or have a mild or low-intensity reaction to stress.


Distractibility


Children who are easily distracted or who can easily shift their attention to a new situation (distractibility) can be easily managed. As infants, they can be diverted and calmed by a pacifier. If they are crying over the loss of a toy, they can be appeased by the offer of a different one. Other children cannot be distracted; their parents may describe them as stubborn, willful, or unwilling to compromise because they persistently return to an activity or refuse to adapt or change.

Attention Span and Persistence



the ability to remain interested in a project or activity. Some play by themselves with one toy for an hour; others spend no more than 1 or 2 minutes with each toy. The degree of persistence also varies. Some infants keep trying to perform an activity even when they fail time after time; others stop trying after one unsuccessful attempt.

Threshold of Response
the intensity level of stimulation that is necessary to evoke a reaction.  Children with a low threshold need little stimulation; those with a high threshold need intense stimulation before they become upset over a situation.


Mood Quality

A child who is always happy and laughing has a positive mood quality.  Parents are bound to spend more time with him or her than parents whose child has a negative mood quality.


Environment
Although children cannot grow taller than their genetically programmed height potential allows, their adult height may be considerably less than genetic potential if their environment hinders their growth in some way.  inadequate nutrition because of the family's low socioeconomic status  a parent may lack skills or not give a child enough attention


Socioeconomic Level
Children born into families of low socioeconomic means may not receive adequate health supervision or good nutrition.  Poor health supervision can leave them without immunization against measles or other childhood illnesses  Poor nutrition can also leave them vulnerable to disease as antibody formation depends on a good protein intake (Seguin et al., 2005).


Parent Child Relationship

Children who are loved thrive better than those who are not.  Loss of love from a primary caregiver, as might occur with the death of a parent, or interruption of parental contact through hospitalization, imprisonment, divorce, or inadequate parental love, can interfere with a child's desire to eat, improve, and advance.


Ordinal Position in the Family

The position of a child in the family (first-born child, middle child, youngest child, only child) and the size of the family have some bearing on a child's growth and development.  An only child or the oldest child in a family, for example, generally excels in language development because conversations are mainly with adults.


Theories of Development
A theory is a systematic statement of principles that provides a framework for explaining some phenomenon.  Developmental theories provide road maps for explaining human development.


A developmental task is a skill or a growth responsibility arising at a particular time in an individual's life, the achievement of which will provide a foundation for the accomplishment of future tasks.

Growth is continuous and orderly PROCESS  Cephalocaudal: Head to tail  Proximodistal: Center to periphery


THEORIES OF DEVELOPMENT


HAVIGHURST
   

Developmental Task Theory Learning is basic to life People continue to learn throughout life Developmental task  Arise a certain point in life of an individual  Achievement of task leads to happiness

Developmental Tasks of Infancy and Early Childhood:

   

Learning to walk. Learning to take solid foods Learning to talk Learning to control the elimination of body wastes Learning sex differences and sexual modesty Forming concepts and learning language to describe social and physical reality. Getting ready to read

Fine Motor Development

6-month-old 12-month-old

Toddlers

Ages birth to 6-12

 

 

Learning physical skills necessary for ordinary games. Building wholesome attitudes toward oneself as a growing organism Learning to get along with age-mates Learning an appropriate masculine or feminine social role Developing fundamental skills in reading, writing and calculating

Ages birth to 6-12



 

Developing concepts necessary for everyday living. Developing conscience, morality, and a scale of values Achieving personal independence Developing attitudes toward social groups and institutions

School-Age (6 -12 year old)

Developmental Tasks of Adolescence: Ages birth to 12-18

1. Achieving new and more mature

relations with age-mates of both sexes 2. Achieving a masculine or feminine social role 3. Accepting one's physique and using the body effectively 4. Achieving emotional independence of parents and other adults

Preparing for marriage and family life Preparing for an economic career 6. Acquiring a set of values and an ethical system as a guide to behavior; developing an ideology 7. Desiring and achieving socially responsible behavior
5.

Adolescent 13 to 18 Year Old

Developmental Tasks of Early Adulthood

1.Selecting a mate 2. Achieving a masculine or feminine social role 3. Learning to live with a marriage partner 4. Starting a family 5. Rearing children

Managing a home 7. Getting started in an occupation 8. Taking on civic responsibility 9. Finding a congenial social group
6.

EARLY Adulthood

Middle Age(30-60)
1) Achieving adult civic and social responsibility 2) Establishing and maintaining an economic standard of living 3) Assisting teen-age children to become responsible and happy adults 4) Developing adult leisure-time activities

5) Relating onself to one's spouse as a person 6) Accepting and adjusting to the physiological changes of middle age 7) Adjusting to ageing parents

Later Maturity(60- )
1. Adjusting to decreasing strength and health 2. Adjusting to retirement and reduced income 3. Adjusting to death of spouse 4. Establishing relations with one's own age group 5. Meeting social and civic obligations 6. Establishing satisfactory living quarters

THEORIES OF DEVELOPMENT
1.Freud s Psychoanalytical theory a. Oral Stage (Birth to 18 mos). * oral pleasures * infants suck for enjoyment or relief of
tension

1.Freud s Psychoanalytical theory

b. Anal Stage (18 months to three years). *focus on the anal region as they begin toilet
training * find pleasure in both the retention of feces and defecation.

1.Freud s Psychoanalytical theory



c. Phallic Stage ( 3- 6).

  

shift from the anal to the genital area. Masturbation is common during this phase. Children may also show exhibitionism, suggesting they hope this will lead to increased knowledge of the two sexes.

1.Freud s Psychoanalytical theory

d. Latency Stage (age six to puberty).

- children's libido appears to be diverted into concrete thinking. - no developments as obvious as those in earlier periods appearing during this time

e. Genital Stage (puberty on)  main events of this period to be  the establishment of new sexual aims  the finding of new love objects.

Erickson s Psychosocial Development Theory



stresses the importance of culture and society in development of the personality

Erickson s Psychosocial Development Theory

a. Infant - Trust vs Mistrust


  

Needs maximum comfort with minimal uncertainty to trust himself /herself, others, and the environment Child learns to love and be loved Provide a primary care-giver. Provide experiences that add to security, such as soft sounds and touch. Provide visual stimulation for active child involvement.

b. Toddler


Autonomy vs Shame and Doubt

Works to master physical environment while maintaining self-esteem  Child learns to be independent and make decisions for self.  Provide opportunities for decision making, such as offering choices of clothes to wear or toys to play with.  Praise for ability to make decisions rather than judging correctness of any one decision.


Preschooler  Initiative vs Guilt  Child learns how to do things (basic problem solving) and that doing things is desirable.  Provide opportunities for exploring new places or activities.  Allow play to include activities involving water, clay (for modeling), or finger paint.
c.

d. School-Age

Child  Industry vs Inferiority  Tries to develop a sense of self-worth by refining skills  Child learns how to do things well.  Provide opportunities such as allowing child to assemble  Complete a short project so that child feels rewarded for accomplishment

e. Adolescent  Identity vs Role Confusion  Tries integrating many roles into a self-image under role model and peer pressure  learn who they are and what kind of person they will be  seeking emancipation from parents, choosing a vocation, and determining a value system.

e. Adolescent

Provide opportunities for an adolescent to discuss feelings about events important to him or her.  Offer support and praise for decision making.


e. Young Adult


Intimacy vs Isolation
Learns to make personal commitment to another as spouse, parent or partner  Intimacy is the ability to relate well with other people, not only with members of the opposite sex but also with one's own sex to form long-lasting friendships  Parents without a sense of intimacy may have more difficulty than others accepting a pregnancy and beginning to love a newborn child.


f. Middle-Age Adult


Generativity vs Stagnation  Seeks satisfaction through productivity in career, family, and civic interests  extend their concern from just themselves and their families to the community and the world  People without this sense become stagnated or selfabsorbed

g. Older Adult


Integrity vs Despair  Reviews life accomplishments, deals with loss and preparation for death  one with a feeling of despair wishes life would begin over again so that things could turn out differently

Piaget s Cognitive Development Theory

a. Sensorimotor: (birth - 2) - babies relate to the world through their senses, using only reflex behavior b. Preoperational: (3- 7) - begin to develop some cognitive skills of the preoperative period, such as symbolic thought and egocentric thinking

c. Concrete:

(about first grade to early adolescence) - begins as school-age children can discover concrete solutions to everyday problems and recognize cause-and-effect relationships

d. Formal

Operations: (adolescence)  adolescents are capable of thinking in terms of possibility what could be (abstract thought) rather than being limited to thinking about what already is (concrete thought).

THEORIES OF DEVELOPMENT
4. Kohlberg s Moral Development Theory  A. Preconventional Level (up to age nine):  ~Self Focused Morality~  1. Morality is defined as obeying rules and avoiding negative consequences. Children in this stage see rules set, typically by parents, as defining moral law.  2. That which satisfies the child s needs is seen as good and moral.

Preconventional (Level I) 2 3  Punishment/obedience orientation ( heteronomous morality ).  Child does right because a parent tells him or her to and to avoid punishment.  Child needs help to determine what are right actions. Give clear instructions to avoid confusion

Preconventional (Level I)
 

4 7

Individualism.  Carries out actions to satisfy own needs rather than society's.  Will do something for another if that person does something for the child

Conventional (Level II)  7 10  Orientation to interpersonal relations of mutuality.  Child follows rules because of a need to be a good person in own eyes and eyes of others  Child enjoys helping others because this is nice behavior.  Allow child to help with bed making and other like activities. Praise for desired behavior such as sharing.

Conventional (Level II)  10 12  Maintenance of social order, fixed rules and authority.  Child finds following rules satisfying.  Follows rules of authority figures as well as parents in an effort to keep the system working  Child often asks what are the rules and is something right.

Postconventional (Level III)

Older than 12  Social contract, utilitarian lawmaking perspectives.  Follows standards of society for the good of all people.  Universal ethical principle orientation. Follows internalized standards of conduct.


Spiritual Theories


Fowler's Stages of Religious Development  Development of faith  Faith is a force that gives meaning to life

Fowler's Stages of Religious Development



Stage I: Intuitive-Projective Faith  Begin in early childhood  Intuitive images of good and evil  Fantasy and reality are the same

Fowler's Stages of Religious Development

Stage II: Mythical-Lyrical Faith  Begin in middle to late childhood More logical, concrete thoughts Literal interpretation of religious stories God is like a parent figure

Fowler's Stages of Religious Development



Stage III: SyntheticConventional Faith  Begin in early adolescence More abstract thoughts Conformity to religious beliefs of others

Stage IV: IndividuatingReflexive Faith  Begin in late adolescence to early adulthood Individuals begin to take full responsibility for their religious beliefs In-depth exploration of one's values and religious beliefs


Stage V: Conjunctive Faith  Begin in middle adulthood Becoming more open to paradox and opposing view points Stems from awareness of one's finiteness and limitations


Stage VI: Universalizing Faith  Begin in late adulthood Transcending belief systems to achieve a sense of oneness with all beings Conflictual events are no longer viewed as paradoxes


APPLYING GROWTH & DEVELOPMENT CONCEPTS TO NURSING PRACTICE



Guiding assessment, explaining behavior and providing a direction for nursing interventions. Helps to anticipate and explain certain reactions, responses and needs. Encourage client behavior appropriate for a developmental stage. Helps in planning a nursing intervention.

BASIC PRINCIPLES THAT UNDERLIE EFFECTIVE LEARNING

1.

2.

3.

Students prior knowledge can help or hinder learning. How students organize knowledge influences how they learn and apply what they know. Students motivation determines, directs, and sustains what they do to learn.

develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned. 5. Goal-directed practice coupled with targeted feedback enhances the quality of students learning.

4. To

Students current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning. 7. To become self-directed learners, students must learn to monitor and adjust their approaches to learning.
6.

LITERATE MEANS AN EDUCATED MAN THAT ABLE TO READ AND WRITE. HEALTH LITERACY REFERS TO THE HOW AN INDIVIDUAL CAN READ, INTERPRET AND COMPREHEND HEALTH INFORMATION TO MAINTAIN AN OPTIMUM LEVEL OF WELLNESS.

HEALTH LITERACY CONSTILLATION OF SKILSS INCLUDING ABILITIES TO PERFORM BASIC READING AND NUMERICAL TASK REQUIRED TO FUNCTION IN THE HEALTH CARE ENVIRONMENT.

READING PROCESS OF TRANSFORMING LETTERS INTO WORDS AND BEING ABLE TO PRONOUCE THEM CORRECTLY. READABILITY DEFINE AS HOW WELL PRINTED MATERIALS CAN BE READ BASED ON A MEASURE OF A NUMBER OF DIFFERENT VARIABLE. COMPREHENSION DEGREE TO WHICH INDIVIDUAL UNDERSTAND WHAT THEY HAVE READ; ABILITY TO GRASP THE MEANING OF THE MESSAGE.

TEACHING STRATEGIES FOR LOW LITERATE PATIENT

1.

2.

ESTABLISH A TRUSTING RELATIONSHIP BEFORE BEGINNING THE TEACHING- LEARNING PROCESS. USE SMALLEST AMOUNT OF INFORMATION. STICK TO ESSENTIAL FOLLOWING NEED TO KNOW RATHER THAN NICE TO KNOW.

3. Make point of information as vivid and explicit as possible.explain in simple term everyday language. 4. Teach one step at a time pace instruction. 5. Use multiple teaching methods or tools requiring for literacy.

6. Allow patient the chance to restate information in their own words and demostrate any procedure being taught. (return demo) 7. Keep motivation high. 8. Coordinate procedure to fit into everyday routines.( principles of tailoring or cuing) 9. Use repitition to reinforce information .