E-NOOHI1 2 نقشهاي مختلف پرستاردر عرصه بهداشت ودرمان: 1- نقش...
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Transcript of E-NOOHI1 2 نقشهاي مختلف پرستاردر عرصه بهداشت ودرمان: 1- نقش...
E-NOOHIE-NOOHI 11
E-NOOHIE-NOOHI 22
نقشهاي مختلف پرستاردر عرصه نقشهاي مختلف پرستاردر عرصه بهداشت ودرمان:بهداشت ودرمان:
- نقش مراقبتي- نقش مراقبتي11-نقش محافطتي-نقش محافطتي22
- نقش درماني- نقش درماني33- نقش حمايت كننده - نقش حمايت كننده 44 - نقش هماهنگ كننده- نقش هماهنگ كننده55
-نقش آموزشي-نقش آموزشي66
E-NOOHIE-NOOHI 33
Teacher / Counselor
یکی از نقشهای اصلی پرستار:
آموزش مددجویان است
E-NOOHIE-NOOHI 44
communicatorcommunicatorManagerManagerResearcherResearcherAdvocateAdvocateDecision makerDecision makerCare GiverCare GiverComforterComforterTeacher/CounselorTeacher/Counselor
Roles of Nursing:
E-NOOHIE-NOOHI 55
اصول آموزش بيمار اصول آموزش بيمار
E-NOOHIE-NOOHI 66
2/3/2009 ميناكريمي 2
Patient teaching
E-NOOHIE-NOOHI 77
ف مهم آموزش بيمار:ف مهم آموزش بيمار:اا هد هداا
-حفط سالمتي و پيشگيري از بيماري-حفط سالمتي و پيشگيري از بيماري11
-اعاده سالمتي -اعاده سالمتي 22
- سازگاري با ناتواني و عوارض بيماري- سازگاري با ناتواني و عوارض بيماري33
- بهبود كيفيت مراقبت - بهبود كيفيت مراقبت 44
- تداوم مراقبت در بيمارستان و جامعه- تداوم مراقبت در بيمارستان و جامعه55
- تشويق بيمار به پذيرش مسئوليت بيشتر براي - تشويق بيمار به پذيرش مسئوليت بيشتر براي 66بهبود وضعيت سالمتي خودبهبود وضعيت سالمتي خود
E-NOOHIE-NOOHI 88
سه هدف مهم آموزش بیمارسه هدف مهم آموزش بیمار
11 حفظ سالمتی و پیشگیری از بیماری - حفظ سالمتی و پیشگیری از بیماری -Health MaintenanceHealth Maintenance)پیشگیری نوع اول( )پیشگیری نوع اول(
22 ) اعاده سالمتی )پیشگیری نوع دوم ( - اعاده سالمتی )پیشگیری نوع دوم -Restoration of HealthRestoration of Health
33 سازگاری با ناتوانی ها و عوارض - سازگاری با ناتوانی ها و عوارض - Coping with Coping withبیماری)پیشگیری نوع سوم ( بیماری)پیشگیری نوع سوم (
impaired functionimpaired function
E-NOOHIE-NOOHI 99
Goals of patient education:Goals of patient education:
Health maintenance and illness Health maintenance and illness preventionprevention
Restoration of HealthRestoration of Health
Coping with impaired functionCoping with impaired function
E-NOOHIE-NOOHI 1010
Categories of learning DomainCategories of learning Domain::
Cognitive DomainCognitive Domain
Psychomotor DomainPsychomotor Domain
Affective DomainAffective Domain
E-NOOHIE-NOOHI 1111
comparison of the Nursing process and comparison of the Nursing process and
the the teaching Activities Nursingteaching Activities Nursing
Basic StepsBasic Steps : : 11--AssessmentAssessment 22--DiagnosisDiagnosis
33--planingplaning 44--ImplementationImplementation 55--EvaluationEvaluation
E-NOOHIE-NOOHI 1212
Basic Steps Basic Steps teaching Activities Nursingteaching Activities Nursing
11--AssessmentAssessment
22--DiagnosisDiagnosis
33--planingplaning
44--ImplementationImplementation
55--EvaluationEvaluation
:
E-NOOHIE-NOOHI 1313
Patient teaching processPatient teaching process::
1- Assessment: Identify Ability to learn, willingness to learn. Nursing history, clients learning needs
2- Diagnosis: Identify clients learning needs on the basis Of the three domains of learning
3- Planning: Establish learning objectives ,……
4-implementation: -implement teaching methods,…
5-Evaluation:Determine outcomes of teaching learning process,..
E-NOOHIE-NOOHI 1414
آموزش بیمار:
تجربه یادگیری از قبل طراحی شده ای است که در آن ترکیبی از روشهای مختلف یاددادن ، مشاوره ، تکنیکهای اصالح رفتار بکار گرفته می شود که بر
روی دانش و رفتارهای بهداشتی بیمار اثر می گذارد و فرایند متقابلی است که به شرکت فعال
بیماران در مراقبت از خودکمک میکند
E-NOOHIE-NOOHI 1515
AssessmentAssessment
Identify the client's learning needs willingness to Identify the client's learning needs willingness to learn, ability to learn and teachinglearn, ability to learn and teaching
resources ,sources of data are the clientresources ,sources of data are the client..
Family, learning environmentFamily, learning environment..
Medical record, nursing history , and literatureMedical record, nursing history , and literature..
E-NOOHIE-NOOHI 1616
::در مرحله بررسیدر مرحله بررسی
اصول اساسی یادگیری اصول اساسی یادگیریBasic learning Basic learning principlesprinciples
اصول آمادگی برای یادگیری اصول آمادگی برای یادگیری the reading to the reading to learnlearn
توانایی یادگیری توانایی یادگیریThe ability to learnThe ability to learn
E-NOOHIE-NOOHI 1717
DiagnosisDiagnosis
Identify client's , learning needs on theIdentify client's , learning needs on the
basis of the three domains of learningbasis of the three domains of learning
EstablishEstablish
((Cognitive , Affective, PsychomotorCognitive , Affective, Psychomotor))
E-NOOHIE-NOOHI 1818
EXAMPES OF NURSING DIAGNOSES RELATED EXAMPES OF NURSING DIAGNOSES RELATED TO CLIENTS LEARNING NEEDS NANDA –TO CLIENTS LEARNING NEEDS NANDA –
APPROVED NURSING DIAGOSESAPPROVED NURSING DIAGOSES..Knowledge deficit: Knowledge deficit: CognitiveCognitive, related to, related to newly Diagnosed diseasenewly Diagnosed disease Newly prescribed therapyNewly prescribed therapy Poor understanding of therapiesPoor understanding of therapies..
Knowledge deficit: Knowledge deficit: affective.affective. Related to Related to::Altered affective KnowledgeAltered affective Knowledge..Impaired social interactionImpaired social interactionMisunderstanding of prognosisMisunderstanding of prognosis Knowledge deficit :Knowledge deficit :PsychomotorPsychomotor ,related to ,related to:: Need for crutch WalkingNeed for crutch Walking
Need to learn self – injectionsNeed to learn self – injections Alteration in health maintenance related toAlteration in health maintenance related to::Lack of fine motor skillsLack of fine motor skillsADDITIONAL Nursing DIAGNOSISADDITIONAL Nursing DIAGNOSIS Reduced attention span related toReduced attention span related to::FatigueFatiguePainPain
E-NOOHIE-NOOHI 1919
Teaching and LearningTeaching and Learning Potential LEARNING PROBLEMS ASSOCIATED Potential LEARNING PROBLEMS ASSOCIATED
WITH INTELLECTUAL SKILLSWITH INTELLECTUAL SKILLS
Math calculation. Computing drug dosages :Math calculation. Computing drug dosages : Measuring liquid or solid food allotment Measuring liquid or solid food allotment Reading a thermometer or syringe calibrationReading a thermometer or syringe calibration Reading directors and instructionsReading directors and instructions In teaching booklets and in medication Labs.In teaching booklets and in medication Labs.
Problem Solving .Leaning how to regulate insulin dosages on the Problem Solving .Leaning how to regulate insulin dosages on the basis of sings and symptoms .basis of sings and symptoms .
Comprehension and ApplicationComprehension and Application.. Understanding physical restrictions imposed by illness:Understanding physical restrictions imposed by illness: Following direction s in performing self – care in accordance With Following direction s in performing self – care in accordance With
limitationslimitations
E-NOOHIE-NOOHI 2020
Topics for health teachingTopics for health teaching
Health promotion /Illness preventionHealth promotion /Illness prevention First aidFirst aid Avoidance of risk factors: smoking, alcoholAvoidance of risk factors: smoking, alcohol Growth and developmentGrowth and development HygieneHygiene ImmunizationsImmunizations Normal childbearingNormal childbearing NutritionNutrition ExerciseExercise Safety )in home and hospital(Safety )in home and hospital(
E-NOOHIE-NOOHI 2121
Restoration of HeathRestoration of Heath
Clients disease or conditionClients disease or condition
@Anatomy and physiology of body system affected@Anatomy and physiology of body system affected
@Cause of disease@Cause of disease
@Origin of symptoms@Origin of symptoms
@Expected effects on other body systems@Expected effects on other body systems
@Prognosis@Prognosis
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Rational for treatmentRational for treatment
@Medications@Medications @Tests and therapies@Tests and therapies
E-NOOHIE-NOOHI 2323
Restoration of HealthRestoration of Health
Rational of treatmentRational of treatment
@ Nursing measures@ Nursing measures
@Surgical intervention@Surgical intervention Expected duration of careExpected duration of care Hospital/Clinic environmentHospital/Clinic environment Hospital/Clinic staffHospital/Clinic staff Methods for client participationMethods for client participation
E-NOOHIE-NOOHI 2424
Coping With Impaired FunctionCoping With Impaired Function
Home careHome care @Medication@Medication @Diet@Diet @Activity@Activity @Self-help devices@Self-help devices
E-NOOHIE-NOOHI 2525
Rehabilitation of remaining Rehabilitation of remaining functionfunction
Physical therapyPhysical therapy Occupational therapyOccupational therapy
E-NOOHIE-NOOHI 2626
Prevention of ComplicationsPrevention of Complications
Knowledge of risk factorsKnowledge of risk factors Implication of noncompliance with therapyImplication of noncompliance with therapy
E-NOOHIE-NOOHI 2727
PlanningPlanning
Teaching plan . learning objectives stated Teaching plan . learning objectives stated in behavioral terms .identify priorities in behavioral terms .identify priorities
identify type of teaching method to use identify type of teaching method to use
E-NOOHIE-NOOHI 2828
Plan Table Plan Table GIOGIO : :
EvaluationEvaluation
Out comeOut come
MediaMediaMethodMethod
TeachingTeachingTimeTimeKKAAPP SOBSOB
Educational Educational NeedsNeeds
Nurse educator:
Patient & Family
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SUMMERY OUTLINESUMMERY OUTLINE
11 - -GIOGIO
22 - -SOBSOB
Performance ObjectivesPerformance Objectives
E-NOOHIE-NOOHI 3030
MEDIA SELECTIONMEDIA SELECTION
Visual FormatVisual Format
Audio FormatAudio Format
Audiovisual or MultiMediaAudiovisual or MultiMedia
E-NOOHIE-NOOHI 3131
ImplementationImplementation
Implement teaching methodsImplement teaching methods. .
Actively Involve client in learning Actively Involve client in learning activatesactivates
Include family participation as apronInclude family participation as apron
desired outcomes of nursing caredesired outcomes of nursing care
E-NOOHIE-NOOHI 3232
EvaluationEvaluation
Determine outcomes of teaching& Determine outcomes of teaching& learning process .Measure client's learning process .Measure client's
abilityability
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Evaluation MethodsEvaluation Methods
11 - -indirect observationindirect observationOral ExamOral Exam
True - FalseTrue - False 22 - -Direct observationDirect observation
E-NOOHIE-NOOHI 3434
بررسی عوامل موثر بر یادگیریبررسی عوامل موثر بر یادگیریرشد وتکاملرشد وتکامل سطح تحصیالت سطح تحصیالت تجربیات گذشته تجربیات گذشتهوضع جسمانی بیماروضع جسمانی بیمارسالمت حواس پنجگانهسالمت حواس پنجگانهسالمت خلقیسالمت خلقیثبات اجتمایی اقتصادیثبات اجتمایی اقتصادیمسئولیت پذیری بیمارمسئولیت پذیری بیمارتصور ذهنی فرد از جسم خودتصور ذهنی فرد از جسم خود عالقه به یادگیری عالقه به یادگیری انگیزه یادگیری انگیزه یادگیریزمینه فرهنگیزمینه فرهنگیمهارت برقراری ارتباطمهارت برقراری ارتباطزبانزبان
E-NOOHIE-NOOHI 3535
آمادگی ذهنی آمادگی ذهنیMental readinessMental readiness آمادگ جسمانی آمادگ جسمانیreadinessreadiness PhysicalPhysical آمادگی عاطفی آمادگی عاطفیAffective readinessAffective readiness آمادگی تجربی آمادگی تجربیExperimental readinessExperimental readiness
E-NOOHIE-NOOHI 3636
What are cognitive levelsWhat are cognitive levels??
Cognitive levels describe the extent and depth of knowledge. Cognitive levels describe the extent and depth of knowledge. Perhaps the most well-known description is Bloom’s Perhaps the most well-known description is Bloom’s Taxonomy of 6 Cognitive LevelsTaxonomy of 6 Cognitive Levels::
11 . .KnowledgeKnowledge22 . .ComprehensionComprehension
33 . .ApplicationApplication44 . .AnalysisAnalysis
55 . .SynthesisSynthesis66 . .EvaluationEvaluation
E-NOOHIE-NOOHI 3737
Cognitive Domain
اطالعات و دانش نظري است كه انتظار ميرود در طول برنامة درسي يادگيرنده كسب نمايد.
طبقه است كه از ساده به مشكل تغيير ميكند6حيطة شناختي داراي
Knowledge
comprehensionApplication
Analysis
Synthesis
Evaluation
E-NOOHIE-NOOHI 3838
E-NOOHIE-NOOHI 3939
Affective Domain
مربوط به اهدافي است كه سبب تغيير نگرش ويا تعيير تفكر ميشود. بطور كلي اين حيطه ارزشها را
در بر دارد.
�ٌReceiving
RespondingValuing
Organizing
Characterization
E-NOOHIE-NOOHI 4040
Psychomotor Domain
توانمندي عملي ومهارتي است كه يادگيرنده كسب مي كند.
Readiness
Independent Performance
Acceleration & Accuracy
Coordination of Action
Normality
E-NOOHIE-NOOHI 4141
Basic Steps Basic Steps Nursing processNursing process
11--AssessmentAssessment
22--DiagnosisDiagnosis
33--planingplaning
44--ImplementationImplementation
55--EvaluationEvaluation
E-NOOHIE-NOOHI 4242
AssessmentAssessment
identify the clients physical ,psychosocial client'sidentify the clients physical ,psychosocial client'sidentify the Ecological , social , culturalidentify the Ecological , social , culturalPotential And spiritual needsPotential And spiritual needs Sources of data are the clientSources of data are the client, ,
Family .diagnostic tests ,medical Record, Nursing history, and Family .diagnostic tests ,medical Record, Nursing history, and literatureliterature
E-NOOHIE-NOOHI 4343
DiagnosisDiagnosis
Identify appropriate nursing – DiagnosesIdentify appropriate nursing – Diagnoses
E-NOOHIE-NOOHI 4444
PlanningPlanning
Develop an individualized plan of Care .Develop an individualized plan of Care . set diagnosis priorities on The basis of client's set diagnosis priorities on The basis of client's
immediate Needs .immediate Needs . Nurse and client collator- rate on plan of careNurse and client collator- rate on plan of care
E-NOOHIE-NOOHI 4545
ImplementationImplementation
perform nursing care therapies In – Cluedperform nursing care therapies In – Clued
client as an active portico Pant in care . client as an active portico Pant in care .
Involve family in client's care as meeting Involve family in client's care as meeting desired outcomes of nursing desired outcomes of nursing carecare
E-NOOHIE-NOOHI 4646
EvaluationEvaluation
desired outcomes of nursing caredesired outcomes of nursing care
E-NOOHIE-NOOHI 4747