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Client Education: Theory And Practice / Edition 2
     

Client Education: Theory And Practice / Edition 2

by Mary A. Miller, Pamella Rae Stoeckel
 

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ISBN-10: 1284085031

ISBN-13: 9781284085037

Pub. Date: 01/09/2015

Publisher: Jones & Bartlett Learning

Client Education: Theory and Practice, Second Edition is intended for undergraduate courses focused on patient education and communication. This text focuses on health education and the role of health care providers, especially nurses, in working with clients such as individuals, families and groups, in health care institutions and community health settings. It

Overview

Client Education: Theory and Practice, Second Edition is intended for undergraduate courses focused on patient education and communication. This text focuses on health education and the role of health care providers, especially nurses, in working with clients such as individuals, families and groups, in health care institutions and community health settings. It addresses the need for health education; the learning process; principles of learning and assessing readiness. This text includes a client-based teaching plan that is designed to incorporate the theory presented in each chapter.

The Second Edition features the Miller/Stoeckel Client Education Model, increased chapter exercises. Additional bonus content such as discussion questions and weblinks can be found on the Navigate Companion Website which is free with each new textbook purchase.

Key Features:

• Evidence-Based practice articles within each chapter
• Miller/Stoeckel Client Education Model updated
• Bonus content: discussion question, Web links, and more chapter exercises

Product Details

ISBN-13:
9781284085037
Publisher:
Jones & Bartlett Learning
Publication date:
01/09/2015
Edition description:
New Edition
Pages:
368
Sales rank:
861,012
Product dimensions:
7.00(w) x 8.90(h) x 4.00(d)

Table of Contents

Preface ix

Part I A Framework for Health Education 1

1 Overview of the Miller-Stoeckel Client Education Model 3

Introduction 4

Purposes and Goals of Health Education 4

The Miller-Stoeckel Client Education Model 5

Nurse as Educator 6

Client as Learner 8

Nurse-Client Relationship 8

Client Education Outcomes 15

Definitions 17

Context for Health Education 20

Summary 22

Part II The Learning Process 25

2 Thinking and Learning 27

Introduction 28

Domains of Learning 28

Thinking 30

Types of Thinking 31

Reflecting on Your Thinking 35

Promoting Thinking in Clients 36

Styles of Thinking and Learning 37

Summary 45

3 Theories and Principles of Learning 51

Introduction 51

Value of Theory 52

Theories of Learning 53

Behavioral Views of Learning 53

Cognitive Views of Learning 58

Social Cognitive View of Learning 63

Principles of Learning 66

Summary 71

Part III Assessment for Health Education 75

4 Learner and Setting Assessment 77

Introduction 78

Assessment of Learners 78

Assessment of Generational Differences 89

Assessment of Background Knowledge 90

Communication Challenges During Assessment 97

Assessment of the Teaching and Learning Environment 99

Teaching and Learning Settings 101

Assessment Tools for Teaching Individuals and Groups 104

Summary 105

5 The Child Learner 111

Introduction 112

Biologic Characteristics, Psychosocial Stages, and Developmental Tasks 112

Implications for Health Education 123

Orientation to Learning 128

Pedagogy 134

Working with Clients with Special Needs 137

Working with Families 138

Working with Groups and Communities 138

Working with Health Team Members 139

Summary 140

6 The Adult Learner 143

Introduction 144

Biologic Characteristics, Psychosocial Stages, and Developmental Tasks 144

Implications for Health Education 146

Orientation to Learning 146

Andragogy 149

Experiential Learning 158

Working with Families 158

Working with Groups and Communities 158

Working with Health Team Members 159

Summary 160

7 The Older Learner 163

Introduction 163

Ageism 164

Psychosocial Stages, Developmental Tasks, and Physiologic Changes of Late Adulthood 165

Working with Clients with Special Needs 177

Working with Families 185

Working with Groups and Communities 185

Working with Health Team Members 185

Summary 186

8 The Culturally Diverse Learner 191

Introduction 192

Characteristics of Culturally Diverse Learners 192

Cultural Competence 193

Culturally Congruent Client Education 196

Culturally Specific Client Assessments and Concerns 197

Cross -Cultural Communication 208

Linguistically and Culturally Appropriate Teaching Strategies and Instructional Materials 211

Summary 215

Part IV Planning and Implementing Health Education 219

9 Learning Objectives 221

Introduction 222

Learning Objectives Defined 222

Factors to Consider Before Writing Learning Objectives 223

Writing Learning Objectives 224

Selection of Content 235

Case Example: Mrs. Rosa Lopez 235

Summary 235

10 Teaching Strategies 241

Introduction 242

Types of Teaching Strategies 242

Teacher-Directed Strategies 242

Teacher-Facilitated Strategies 251

Learner-Directed Strategies 254

Selecting the Right Teaching Strategy 256

Case Example: Mrs. Rosa Lopez 263

Summary 264

11 Instructional Materials 267

Introduction 267

Health Literacy 268

Types of Instructional Materials 269

Printed Materials 270

Multimedia 278

Internet and World Wide Web 285

Selecting Instructional Materials 288

Clients with Special Needs 289

Evaluating Effectiveness of Instructional Materials 292

Copyright Issues in Using Instructional Materials 293

Case Example: Mrs. Rosa Lopez 294

Summary 296

Part V Client Education Outcomes 301

12 Formative Evaluation 303

Introduction 304

Evaluation 304

Formative Evaluation: Evaluation of the Teaching Plan 305

Formative Evaluation: Evaluation of the Learning Environment 308

Formative Evaluation: Evaluation of the Nurse-Client Interaction 309

Case Example: Mrs. Rosa Lopez 312

Summary 312

13 Summative Evaluation 317

Introduction 317

Summative Evaluation: Evaluation of Client Learning 318

Summative Evaluation: Evaluation of Educational Effectiveness 330

Summative Evaluation: Evaluation of Integration of Learning into Daily Living 332

Case Example: Mrs. Rosa Lopez 340

Summary 344

Appendix A Psychosocial Vital Signs (PVS) 349

Appendix B Physical Changes Associated with Aging by System 351

Index 355

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