Patient Teaching Flow Sheet: Nursing 311

Los Angeles Harbor College

Teachers Name (student): ______Learners Name (partner):______

Participants In InstructionPatient Learning Needs

_ _Patient_ _Disease Process _ _Rehabilitation

___Family_ _Diet _ _Psychosocial

___Other_ _Activity_ _Signs and Symptoms _ _Medications _ _Diagnostic Tests

Problems Affecting Learning_ _Preventative Health Practices

Communication Skills:Language Spoken:_ _Special Care Procedures

_ Reading___Hearing_ _English___Other

___Vision___Writing___Other (Specify) _

Other Impairments (Mental/Physical)______

Assessment of Readiness to Learn

Comprehensive Ability:Exhibits[ ] HighAbility to understand concepts and respond to questions

[ ] Medium

[ ] Low

Motivation Level:[ ] Asks questions[ ] Eager to learn[ ] Extremely anxious

[ ] Uncooperative[ ] Seems uninterested[ ] Denies need for education

Knowledge Level:Exhibits[ ] MinimalKnowledge about his/her primary health problems and how to deal with them.

[ ] Moderate

[ ] Sufficient

Factors that Affect Teaching:

Language Barrier[ ] No[ ]Yes Explain: ______

Hearing Deficit[ ] No[ ]Yes Explain: ______

Vision Impairment[ ] No[ ]Yes Explain: ______

Memory deficit[ ] No[ ]Yes Explain: ______

Physical Limitation[ ] No[ ]Yes Explain: ______

Emotional barriers[ ] No[ ]YesExplain: ______

Cultural/Religious beliefs[ ] No[ ]YesExplain: ______

Financial/Socioeconomic issues[ ] No[ ]Yes Explain: ______

Age/Development level:[ ] No[ ]Yes Explain: ______

Other:______

Nursing diagnosis:______

Learning objective (include behavior and time frame): ______

______

Description of technique to be taught: ______

______

Cite source: ______

Negative health effects of stress on the body:______

______

Physiology of relaxation/stress management techniques:______

______
Documentation (focus note): ______

Peer Evaluation

Complement______

______Question, Comment or Suggestion for improvement______

______

______

TEACHING-LEARNING ASSIGNMENT

(20 points)

1. The health care provider has ordered teaching on relaxation techniques/stress reduction for your patient twice daily.

2. Research an evidence-based relaxation or stress management technique.

3. Prepare a 10-15 minute teaching/learning experience. Practice your teaching of the selected relaxation/stress-management technique and prepare to teach your peer this technique in class.

Research and teach:

a.) The potential physiologic negative health effects of stress on the body

b.) Physiology of relaxation techniques (how relaxation techniques physiologically affect the nervous system)

c). The evidence-based relaxation technique

4. Review the form “Patient Teaching Flow Sheet” above and be prepared to complete this form in class on the day of teaching. Fill in what you can from the preparation phase before class. You can make up the assessment data with your partner with the goal of familiarizing yourself with the document.

5. You will be responsible to complete a focus note on your teaching. Please research the definition of a focus note and samples if you are not familiar with this documentation style (DAR, AIE, etc.).

6. Prepare for a peer evaluation. You will need to describe strengths in the teaching process as well as suggestions for improvement. Remember this is a learning process. You do not need to be perfect. Gentle and helpful constructive criticism can be of great benefit during this process.

7. Submit your “Patient Teaching Documentation” for credit. You are the “teacher” and your partner is the “learner”.