Learning strategies that contribute to successful asthma management Presented by Christina Perry PhD Need for effective patient education Barriers to learning Current educational concepts ID: 475778
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Education Principles for a Partnership in Asthma Care
Learning strategies that contribute to successful asthma management
Presented by
:Christina Perry, PhDSlide2
Need for effective patient education
Barriers to learning Current educational concepts
Styles of learning
Age-appropriate teaching / learning strategiesEffective communication and interviewing skills Selecting appropriate educational material Health literacy
This session will cover:Slide3
Working in small groups:
Identify a recorder/reporter
Brainstorm to identify possible barriers to learning
Be prepared to share your ideasList all ideas on flip chart paper
No fair looking at your notes!
Activity: Barriers to LearningSlide4
Education level
Understanding level: material is inappropriate or too complexReading comprehension
Hearing/Visual impairment
Language - English is a second languageToo much information at one time
Barriers to Learning and Adherence
Conflicting information
Uncomfortable environment
Uninformed instructor
Attitude of instructor
Previous negative experiences with learningSlide5
Some patients have grown accustomed to the limitations of uncontrolled asthma, help them redefine what normal is.
Teach your patients how to communicate with health care professionalsAdherence (Compliance) in the long-run depends on early and continued success.
Barriers to Learning for AdultsSlide6
Current asthma management approaches require patients and families to:
Patient EducationSlide7
Mechanism through which patients learn to effectively manage their asthma Powerful tool for helping patients gain the motivation, skill, and confidence to control their asthma
Importance of Patient Education
Education should be integrated into
all
aspects of asthma care.
Education should be integrated into
all
aspects of asthma care.
Education should be integrated into
all
aspects of asthma care.Slide8Slide9
Opportunities for EducationSlide10
Key concepts in asthma educationSlide11
Key Concepts in Asthma EducationSlide12Slide13
Key Concepts in Asthma EducationSlide14
Key Concepts in Asthma Education
Why is this especially true in patients with asthma?Slide15
For someone to effectively manage their asthma they need to:
Turning Education into ActionSlide16
Benefits of Self-Management Skills
Reduction of urgent care visits and hospitalizations
Reduction of asthma-related health care costs
Improvement in health statusSlide17
Learning stylesSlide18
A learning style is the unique collection of individual skills and preferences that affect how a person perceives, gathers and processes information.
Learning StylesSlide19
Learning StylesSlide20
Three Main Learning Styles:Slide21
Gather information best by looking, reading, and watching
May tune out spoken directions and favor illustrated explanations or charts
May take notes even when they have printed notes on the desk in front of them
Visual LearnersSlide22
Learn well by discussing ideas
May learn better by being read written information out loudAre easily distracted by noises
Like background music to muffle interrupting sounds
Auditory LearnersSlide23
Learn effectively through touch, movement and space.Learn skills by imitation and practice.
Kinesthetic (Active) LearnersSlide24
Learning StylesSlide25
Learning StylesSlide26
Communication skillsSlide27Slide28
Promote Open Communication Slide29
Show attentiveness (eye contact, attentive listening)Give nonverbal encouragement (nodding agreement, smiling)
Give verbal praise for effective management strategiesUse open-ended questions:
Effective Interviewing SkillsSlide30
Use Effective Interviewing Skills To: Slide31
Take Time to ListenSlide32
Areas for Educational AssessmentSlide33
Non-verbal communication
Is recognizable in the initial three seconds after meeting someone for the first time. Can continue through the entire interaction.
Accounts for approximately 70% of a communication episode.
Can impact the success of communication more acutely than the spoken word.Slide34
Nonverbal Communication SkillsSlide35
Teaching/Learning strategiesSlide36
Attention Span
Information from: Pediatric Asthma Promoting Best Practice: Guide for Managing Asthma in Children. American Academy of Allergy, Asthma & ImmunologySlide37
Teaching / Learning StrategiesSlide38
For Preschool Children:
Keep teaching sessions short (no more than 15 minutes)Schedule sessions close together
Use small group sessions with peers help
Use short, simple, direct messagesProvide visual and physical stimuli, use bright bold colors and picturesUse active learning techniquesAllow to play-act with dolls and puppetsEncourage child to participate in selecting between teaching – learning options
Age-appropriate teaching strategies Slide39
For School-Aged Children:
Use analogies to increase understandingTeach Skills
Use materials showing peers dealing with similar problems
Provide opportunities for private instructionProvide opportunities for group interaction and gamesSession can last for up to 30 minutesSpread sessions apart to allow for practice of new skillsProvide support
Age-appropriate teaching strategies Slide40
Treatment issues include:Remembering to take medication
Handling exercise induced problemsRecognizing symptoms and requesting treatment
Avoiding triggers
Involve the child as much as possible, including development of the asthma plan.Teaching Approaches for ChildrenSlide41
For Teens: Medication use and teen lifestyleThe need to conform vs. the need to avoid triggers
Social situationsPhysical activity
Feeling of immortality
Lack of understanding from others Adherence (Compliance) IssuesSlide42
Adolescents should receive ALL
information
Teens and young adults tend not to look after themselves and rarely ask for help. This is the result of four factors:IndependenceRebellion
Peer Influence
Poor or non-compliance/adherence
Strategies for Teaching TeensSlide43
Use one-on-one instruction when possibleRespond best to peers Use group discussion with role-play and interactive games
Use problem solving activitiesUse various forms of visual educational tools
Strategies for Teaching TeensSlide44
Clarify terminologyProvide sincere, honest personal contactTreat them with respect, acknowledge their feelings
Empower them to make their own decisions and to take responsibility for their own careProvide simple approaches to therapy
Strategies for Teaching TeensSlide45
Adults Learn Best When:
Learning is related to an immediate need, problem or deficitLearning is voluntary and self-regulated
Learning is person-centered and problem-centered
Learning is self-controlled and self-directedThe role of the teacher is one of facilitatorInformation and assignments are pertinentNew material draws on past experiences and is related to something the learner already knows
Strategies for Teaching AdultsSlide46
Adults Learn Best When:
The threat to self is reduced to a minimum in the educational situationThe learner is able to participate actively in the learning process
The learner is able to learn in a group
The nature of the learning activity changes frequentlyLearning is reinforced by application and prompt feedback.
Strategies for Teaching Adults
Source:
Nurse as Educator: Principles of Teaching and Learnin
gSlide47
Build on and incorporate their experiences into their education plan.
Present factual information that can help them make decisions and they prefer self-direction.
Strategies for Teaching AdultsSlide48
Alterations in physiological functioning can lead secondarily to changes in learning abilitySlower processing time
Persistence of stimulus (afterimage) Confuse a previous symbol or work with a new one
Decreased short-term memory
Increased test anxiety – anxious about making mistakesAltered time perceptionI’ll worry about that tomorrowOlder Adults
Older adults constitute approximately 12% of the US population. By
2030
, this number is expected to increase to
21%
.Slide49
Compensate for visual changes
Environment that is well-litVisual Aids in large print, well spaced
Avoid blue, blue-green and violet hues
Compensate for hearing lossEliminate extra noiseSpeak face to faceShort sessions with frequent breaksCheck psychomotor skillsAllow increased time to process and react to information
Teaching Strategies for Older AdultsSlide50
Teach Problem Solving SkillsDefine problem in behavioral termsDivide stressful events into smaller, manageable tasks
View “failure” as learning via feedbackGenerate & evaluate solutions
Make contingency plans
Teaching Strategies for all agesSlide51
Health literacySlide52
Key Messages:
Assess understanding at every opportunity.Enlist family members or volunteers to help.
If low-literacy is suspected, tell the patient, “Many people have trouble reading and remembering these materials.” Ask, “is that a problem for you?”Low LiteracySlide53
Health LiteracySlide54
Functional Health Literacy
Williams MV, Parker RM, Baker DW, et al, Inadequate functional health literacy among patients at 2 public hospitals. JAMA. 1995; 274: 1677-1682.Slide55
People with low literacy, language barriers, lack of education, or the elderly or poor often face the most challenges in practicing healthy behaviors and navigating the healthcare system.
However, even highly educated people when faced with a disturbing diagnosis, a chronic disease, or the anxiety associated with an unexplained pain can be affected by health illiteracy.
Health Literacy
The Rhode Island health Literacy Project http://www.rihlp.org/index.cfmSlide56
Designing Patient Education MaterialsSlide57
Designing Patient Education MaterialsSlide58
Emphasize the desired behavior (call to action), rather than the medical facts. Use examples.
Limit to one or two educational objectives.Use personal pronouns such as “you” and “your.”
Be culturally inclusive with text and graphics. Address the cultural and ethnic diversity of the target audience.
Designing Patient Education MaterialsSlide59
SMOG uses 30 sentences and the number of words with three or more syllables. FOG uses the number of word per sentence and the number of words with three syllables or more.
Flesch Formula uses average sentence length in selected samples of 100 words.
All of these indicate reading ease and not comprehension.
Readability FormulasSlide60
Written materials and formal education programs can supplement, but not replace patient education provided in the office.Patients may benefit from a formal asthma education program that has been evaluated and reported in the literature to be effective.
http://www.cdc.gov/asthma/interventions/children.htm#schools
Open Airways for
Schools: 1-800-LUNG-USAAsthma Care Training (ACT) for Kids: 1-800-7-ASTHMA
Creating a Medical Home for Asthma:
http://www.nyc.gov/html/doh/html/cmha/index.html
.
Educational ResourcesSlide61
Selecting Patient Education Materials
Materials must be:Slide62
American Academy of Allergy, Asthma and Immunology. Pediatric Asthma Promoting Best Practice – Guide for Managing Asthma in Children. 1999.
Global Initiative for Asthma. Global Strategy for Asthma Management and Prevention. NHLBI/WHO Workshop Report.
American Association for Respiratory Care. Clinical Practice Guideline:
Providing Patient and Caregiver Training. Respiratory Care 1996; 41(7):658-663 National Asthma Education and Prevention Program Task Force on the Cost Effectiveness, Quality of Care, and Financing of Asthma Care. National Institutes of Health, 1996
Better Communication, Better Care: Provider Tools to Care for Diverse Populations. Health Industry Collaboration Effort (ICE).
ReferencesSlide63
Lori Kondas
American Lung Association in Ohio
Michelle Mercure, CHES
American Lung Association in WisconsinAcknowledgementsSlide64