Patient Teaching
Teaching patients is one of the vital sessions present in nursing care. However, the learning outcomes for the patients heavily relies on the quality of the nurses’ instructions, as well as the support they give to their patients. A nurse should identify the different learning styles of the patients. The best learning approach is ensuring that the patients perform the same procedure under the guidance of the nurse. Further, it is necessary to determine the reading and comprehension ability of the patients when using written materials (Paterick et al., 2017). The nurse should also identify the patient’s limitations and strengths. There should be considerations of factors such as fatigue and shock during the learning process. The involvement of family members can also effectively improve patient teaching as the instructions are given and will later be utilized in the patient’s health care management.
Additionally, once there is an increased level of diversity in the learning process, the patients have more neural networks with pathways that enable them to have a recollection of information and events. The patient can also develop positive attitudes and get encouraged to have better skills in their life. Sexually Transmitted Disease Prevention would fall under the category of evaluation from the cognitive domain. The patient would thus have the ability to develop judgments on the effects of sexually transmitted diseases. On the affective domain, the topic would fall under the receiving phenomena where the patient would be more aware of the feelings and emotions associated with the spread of sexually transmitted diseases and detrimental effects in the society (Wilson, 2016). As a result, they would utilize the affective domain by paying attention to the methods to prevent the spread of sexually transmitted diseases. In the psychomotor domain, the topic would fall under the mechanism subdomain. Thus, the patient would acquire the ability to include their learned measures into habitual actions to prevent sexually-transmitted diseases (Wilson, 2016).
References
Paterick, T. E., Patel, N., Tajik, A. J., & Chandrasekaran, K. (2017). Improving health outcomes through patient education and partnerships with patients. Proceedings (Baylor University. Medical Center), 30(1), 112.
Wilson, L. O. (2016). The Three Domains of Learning: Cognitive, Affective, and Psychomotor/Kinesthetic.