Client Education: Theory and Practice

Client Education: Theory and Practice

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Product Details

ISBN-13: 9781284142631
Publisher: Jones & Bartlett Learning
Publication date: 12/18/2017
Edition description: New Edition
Pages: 386
Product dimensions: 6.00(w) x 1.25(h) x 9.00(d)

About the Author


Associate Dean Emeritus, School of Professional Studies, Metropolitan State College of Denver, Dean Emeritus, School of Nursing, Aurora University


Professor, Loretto Heights School of Nursing, Regis University

Table of Contents

Preface xi

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 4

Nurse as Educator 7

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 27

2 Thinking and Learning 29

Introduction 30

Domains of Learning 31

Thinking 33

Ways of Thinking 33

Reflecting on Your Thinking 37

Promoting Thinking in Clients 38

Styles of Thinking and Learning 39

Summary 46

3 Theories and Principles of Learning 53

Introduction 54

Value of Theory 54

Theories of Learning 55

Behavioral Views of Learning 56

Cognitive Views of Learning 60

Social Cognitive View of Learning 65

Principles of Learning 68

Summary 72

Part III Assessment for Health Education 77

4 Learner and Setting Assessment 79

Introduction 80

Psychological Factors 81

Biological Factors 87

Social Factors 91

Intellectual Factors 97

Environmental Factors 102

Summary 107

5 Child Learner 113

Introduction 114

Biologic Characteristics, Psychosocial Stages, and Developmental Tasks 114

Implications for Health Education 125

Orientation to Learning 126

Pedagogy 136

Educating Clients with Disabilities 139

Educating Families 141

Educating Groups and Communities 141

Educating Health Team Members 142

Summary 143

6 Adult Learner 147

Introduction 148

Biologic Characteristics, Psychosocial Stages, and Developmental Tasks 148

Implications for Health Education 150

Orientation to Learning 152

Andragogy 154

Experiential Learning 161

Educating Clients with Disabilities 162

Educating Families 163

Educating Groups and Communities 163

Educating Health Team Members 164

Summary 164

7 Older Learner 167

Introduction 168

Ageism 168

Psychosocial Stages, Developmental Tasks, and Physiologic Changes of Late Adulthood 169

Implications for Health Education 177

Ethnic Elderly 181

Educating Clients with Disabilities 183

Educating Families 188

Educating Groups and Communities 189

Educating Health Team Members 189

Summary 190

8 Culturally Diverse Learner 195

Introduction 196

Characteristics of Culturally Diverse Learners 197

Cultural Competence and Cultural Humility 198

Culturally Congruent Client Education 202

Culturally Specific Client Assessments and Concerns 204

Cross-Cultural Communication 215

Linguistically and Culturally Appropriate Teaching Strategies and Instructional Materials 219

Summary 220

9 Nurse Educator as Learner 225

Introduction 226

Overview of the Continuum of Learning 226

Role of the Nurse as Educator 227

Advanced Role of Nurse as Educator 229

Nurse Educators in the Academic Environment 230

Nurse Educators in the Practice Environment 233

Becoming an Effective Nurse Educator 234

Lifelong Learning 238

Summary 239

Part IV Planning and Implementing Client Education 243

10 Client Education Plan 245

Introduction 246

Client Education Plan 246

Mission 246

Goals 247

Learning Outcomes 247

Learning Objectives 248

Selection of Content 256

Selection of Evaluation Methods 256

Case Example: Mrs. Rosa Lopez 256

Summary 260

11 Teaching Strategies 263

Introduction 264

Types of Teaching Strategies 264

Teacher-Directed Strategies 264

Teacher-Facilitated Strategies 273

Learner-Directed Strategies 276

Selecting the Right Teaching Strategy 278

Case Example: Mrs. Rosa Lopez 284

Summary 287

12 Instructional Materials 291

Introduction 292

Health Literacy 292

Types of Instructional Materials 294

Printed Materials 294

Multimedia 301

Internet and World Wide Web 308

Selecting Instructional Materials 312

Clients with Disabilities 315

Evaluating Effectiveness of Instructional Materials 315

Copyright Issues in Using Instructional Materials 315

Summary 316

Part V Client Education Outcomes 321

13 Formative Evaluation 323

Introduction 324

Evaluation 324

Formative Evaluation: Evaluation of the Client Education Plan 325

Formative Evaluation: Evaluation of the Learning Environment 328

Formative Evaluation: Evaluation of the Nurse-Client Interaction 329

Case Example: Mrs. Rosa Lopez 330

Summary 332

14 Summative Evaluation 335

Introduction 336

Summative Evaluation: Evaluation of Client Learning 337

Summative Evaluation: Evaluation of Educational Effectiveness 349

Summative Evaluation: Evaluation of Integration of Learning into Daily Living 352

Case Example: Airs. Rosa Lopez 359

Summary 361

15 Application of the Miller-Stoeckel Client Education Model 367

Introduction 367

Overview of the Miller-Stoeckel Client Education Model 368

Conceptual and Theoretical Support 368

Definition of Major and Embedded Concepts in the Model 369

Propositions of the Model 370

Assumptions of the Model 370

Application of the Model 370

Summary 372

Appendix: Physical Changes Associated with Aging by System 373

Index 377

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