Irirm's Educative Care Theory Case Study
In delivering Irirm’s educative care plan, it is important to firstly recognize and identify environmental considerations in a preventative clinical setting based on the principles of adult learning theory in order to achieve effective education. According to Sanchez and Cooknell (2017), adult learning theory is a combination of two key principles – andragogy, in which it emphases on the basic principle where learners are adults, and self-directed learning where it states that adults are expected to take responsibility for their own learning where the eventually achieve a deeper understanding of one selves. It assists registered nurses to recognize key assumptions that adult learners are able to use previous life experiences directly and comprehensively
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Firstly, ‘The Power of 3’ is a concise three-word mnemonic alliteration where it also utilizes pictures and words to assist in converting a patient’s short-term memory into long-term memory (Sanchez & Cooknell, 2017). It simplifies the educational processes and addresses the concepts of adult learning theory where it encourages self-directed learning and allows patients to apply the information at their own pace setting for learning. More importantly, it can be applied as an educational tool at the bedside where patients are encouraged to refer back to obtained information as often as needed. Moreover, it does not only allow effective teaching and communication between patients, families and healthcare team members but it also assists registered nurses to enhance their skills in teaching and therapeutic communication. Lastly, the ‘Teach-Back Method’ is another evidence-based approach where health professionals may ask Irim to repeat the information that she needed to recognize while doing so in a non-shaming environment (Tamura-Lis, 2013). It is a form of early indication the patient’s capabilities in comprehension and enables health professional to evaluate whether learning has occurred. Hence, as necessary re-teach the given information when it is not comprehended by the patient. It is expected that the patient must be able to explain in their own words and must include information regarding the presented diagnosis, the provided treatment, procedure or services and the potential problems that may arise and what approaches must be done if they occur. Moreover, the use of open-ended questions must be applied during the teach-back method, this includes questioning the patient their understanding of the provided content and management strategies,
Firstly, ‘The Power of 3’ is a concise three-word mnemonic alliteration where it also utilizes pictures and words to assist in converting a patient’s short-term memory into long-term memory (Sanchez & Cooknell, 2017). It simplifies the educational processes and addresses the concepts of adult learning theory where it encourages self-directed learning and allows patients to apply the information at their own pace setting for learning. More importantly, it can be applied as an educational tool at the bedside where patients are encouraged to refer back to obtained information as often as needed. Moreover, it does not only allow effective teaching and communication between patients, families and healthcare team members but it also assists registered nurses to enhance their skills in teaching and therapeutic communication. Lastly, the ‘Teach-Back Method’ is another evidence-based approach where health professionals may ask Irim to repeat the information that she needed to recognize while doing so in a non-shaming environment (Tamura-Lis, 2013). It is a form of early indication the patient’s capabilities in comprehension and enables health professional to evaluate whether learning has occurred. Hence, as necessary re-teach the given information when it is not comprehended by the patient. It is expected that the patient must be able to explain in their own words and must include information regarding the presented diagnosis, the provided treatment, procedure or services and the potential problems that may arise and what approaches must be done if they occur. Moreover, the use of open-ended questions must be applied during the teach-back method, this includes questioning the patient their understanding of the provided content and management strategies,