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Nursing Department’s Teaching Plan ________ Interpersonal Relationship Teacher：Yang Yajuan TOPIC TEACHING TYPE GRADE DATE & Health Teaching in the Nurse-Client Relationship comprehensive lesson TEACHING METHODS Instruct Discuss Exercise 1.Define health teaching 2.Contrast selected theoretical frameworks used in health teaching ☆ 3.Use the nursing process to develop, implement, and evaluate a teaching care plan ☆ △ 4.Specify teaching strategies relevant to health teaching KEY POINT MARK: ☆ DIFFICULT POINT MARK: △ TIME CONCLUSION AFTER CLASS: OBJECTIVE TEACHING RESOURCE 教材 上网查阅 〈 〈健康教育〉 〉 2001 CLASS 39， 40， A ADRESS 示教室 03.10.16 6：30~9：00 Teaching Process： Powerpoint 1-2 Content Activity Health teaching has always been an Prologue; integral part of relationship but even Student more so in a manages-care health care rejoin delivery system with mandate limitations on time and resources. Nurses must help their clients achieve favorable health outcomes with fewer visits and rely on creative teaching strategies to achieve 3-5 this goal. A radical shift in health care delivery from an illness-focused, to a hospital-based approach community-based, wellness-oriented care emphasis creates new learning conditions and a broader base of health teaching content that includes primary prevention and quality of life issues. Please look at these photos and guess what 6-7 they are Health about. Yes, is health very teaching. teaching familiar for us in our <<Internal Nursing>>、<<Surgical Nursing>> and so on. Then what is the “health teaching” in our <<Nurse-Client Relationship>> ? Let’s turn to page 281. OUTLINE and OBJECTIVES This health chapter teaching examines principles relevant in the nurse-client relationship and outlines strategies that the nurse can use to enhance the health and well being of clients, families, and communities. Here, we are not to learn the detail of every health teaching, but to learn how to communicate with clients in this process. IMPORTANCE OF HEALTH TEACHING The importance of health teaching as a fundamental nursing function is indisputable. Educating clients about their conditions and treatment options is a legal and ethical responsibility of Teaching Process： Powerpoint Content Activity and nurse related to informed consent ,as ask identified in Chapter 2. 8-9 Complement: What is health? 补充 WHO 的健康标准以及最近 WHO 提出 的“五快” “三良”健康指标。 What is health teaching? P282 一般定义：对象，方法，目的 Definition in our book: Health teaching is defined as a specialized creative interpersonal nursing intervention answer whereby the nurse provides information, emotional support, and health-related skill training to clients for the purpose of helping individuals and their families cope effectively with health problems and achieve maximum well-being. In health care, a highly educated client, a noncompliant client, and a low-literacy client may have the same medical condition with similar needs for Teaching Process： Powerpoint 10 health Content teaching. type Specific of teaching of Activity strategies, involvement others, and level of content will need to reflect these unique learning needs. The process of health teaching: assessing client learner needs selecting the appropriate knowledge a client needs planning and implementing the health teaching 11-14 evaluating whether the desired behavioral or attitudinal change has occurred Health Teaching Domains: ▽Cognitive(understanding content); ▽ Affective(changing attitudes an promoting acceptance); Teaching Process： Powerpoint ▽ Content Psychomotor(hands-on development). Cognitive learning is most appropriate when a person lacks knowledge related to his or her illness and treatment. A teaching outcome in the cognitive domain might read “The client will be able `to translate instructions on a medicine bottle into action”. Affective learning refers to emotional leaning with the goal of changing 举例 skill Activity attitudes that form and direct behavior related to compliance and acceptance of lifestyle modifications for optimal health and well-being. Behavioral change in the affective domain usually takes longer than increasing knowledge in the cognitive domain because people do not 15-16 always accept their condition even though they “know” everything there is to know about it.It is a more personalized form of learning with desired outcomes and of acceptance, compliance, self- responsibility for health care. Psychomotor learning refers to learning Teaching Process： Powerpoint Content a skill though “hands-on-practice”. Theoretical Frameworks PRECEDE Model: The PRECEDE Activity (Predisposing, Reinforcing, Enabling Causes in Educational Diagnosis and Evaluation) is a health education model 17-19 that examines the components of taking behavioral intention that can influence examples an individual's willingness to learn new health-related behaviors.(Table 16-1) Client-Centered Health Teaching The process of health teaching is a client-centered process that integrates knowledge of the content area, self-awareness, and a good understanding of teaching-learning principles with knowledge of the client's learning needs and provision of emotional support. The same critical conditions for successful relationship-empathy, genuineness, Teaching Process： Powerpoint Content respect-apply to health teaching. The nurse acts as a guide, information Activity provider. A client-centered teaching approach involves engaging clients as active discuss partners in the learning process and helping them take responsibility for their own learning. Exercise: Role-Play of a health education for the client of diabetic .
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