Online Companion: Fundamentals of Nursing Standards and Practice 2E

Frequently Asked Questions

How are prepared educational materials or Web-based information incorporated into a personalized client teaching plan?

The nurses uses assessment and planning steps of the teaching process to develop the individualized teaching plan for the client. The nurse may then decide to use prepared printed or Web-based educational materials to reinforce or expand on the explanation or demonstration that is given to the client in person. These prepared materials may be one method of several strategies that are used for client teaching. The nurse should review the printed material to be sure the information is relevant to the client. Using too many materials may overwhelm the client.

How is client education done for the client who is very ill in the hospital?

The ill client is often experiencing many new situations and procedures that require explanation and teaching for informed consent. The nurse assesses for the presence of barriers to learning such as pain, anxiety, multiple stimuli and takes measures to reduce these factors. The nurse addresses the client's immediate need for information and keeps the instructions clear and avoids medical jargon. Responding to any questions the client or family has is very important in this situation. The nurse may plan to repeat information or instruction for this client. This client should be carefully evaluated for evidence of comprehension of health teaching. Documentation of client teaching and client response is critical in this situation.

What teaching materials are used for the client who cannot read or is visually impaired?

The majority of health care teaching involves the use of printed materials so the client who cannot use this method presents a challenge to the nurse. Usual teaching strategies need to be modified according to the client's individual needs. Careful assessment of reading and comprehension ability of the client is necessary before introducing printed materials. Educational materials that include pictures or graphics may be available. The visually impaired client may benefit from large-print materials; be sure that the client uses vision aids in a well-lighted setting. The client may have coping strategies already developed for situations requiring reading. A close friend or family member may read the material to the client.