Evidence Based Patient

Teaching
By: Amelia OBryan, Nicole Bohall and Jimmy Spinelli

Goal for Patient Teaching

Our goal for patient education is to optimize the
quality, cost and outcomes of healthcare by providing
patients and their families with the information they
need to actively participate in their care, make
informed choices about their health behaviors, and
engage in self-care with confidence and competence.

What EBP Says

EBP shows that patient education provided by nurses
positively influences patient outcomes and reduces
hospitalizations. Individualized patient education helps
patients better manage their illnesses, which improves
their function and quality of life.

5 Basic Principles of Education

- Realistic learning objectives are prioritized and
outset.
- Learner(s) is engaged in interaction and feedback
- Method, Pace and sequence are based on pts needs,
preferences and skills.
- Teaching and learning are facilitated through
variety of means.
- Teaching focuses on helping the pt acquire relevant
skills and behaviors to promote health.

Teaching Process
Assess
Diagnosis
Planning
Implementation
Evaluate

Barriers to the Teaching-Learning

Process

Cultural beliefs
Powerlessness / frustration
Lack of family/social support
Low intellect / Cognitive function
Visual and/or Hearing impairment
Pain
Anxiety/Depression
Noise/Distractions
Age
Medications
Fatigue
Financial

Literacy Rate in the United States

Statistic Verification
Source: U.S. Department of Education, National Institute of Literacy
Research Date: 4.28.2013
U.S. Illiteracy Statistics Data
Percent of U.S. adults who cant read
Number of U.S. adults who cant read
Percent of U.S. adults who read below a 5th grade level
Percent of prison inmates who cant read
Percent of high school graduates who cant read
Global Illiteracy
Number of people worldwide who cant read
Percent of the worlds illiterate who are female

14 %
32 Million

21 %
63 %
19 %
774 Million
66 %

-Wide range achievement test (WRAT 3) evaluates reading spelling and arithmetic skills for
patients from 5-74
- Rapid estimate of adult literacy in medicine, is a test to determine approximate reading
level by evaluating pronunciation of health care terms
-Simple tests such as can you read this medicine label to me?
- Give them a paper to read and have them explain it in their own words after reading.

Other Teaching Tools

Pictures
Videos
Audiotapes
Models
Online resources
Pamphlets

Teaching Strategies
Affective
-

Role playing
Group discussions
One-on-one discussion

Psychomotor
-

Demonstration (by nurse)

Practice
Return demonstration

Cognitive
-

Discussions (one-on one or group)

Lecture
Question-and Answer session
Role play
Independent project

Teach Back
Teach back is a proven method to confirm when the HCP has
explained the necessary information in a manner patients can
understand.
It is an EBP approach we can use that asks patients to repeat in their
own words what they need to know or do using a non-shaming
approach
This approach forces the pt to participate. Active participation
keeps the pt involved and is proven to lead to better outcomes.
I.e. I want to be sure I explained everything clearly. Please tell me in
your own words what I said.

Evaluating Pt Teaching
-

Have the pt teach you (teach back)

Have the pt demonstrate a skill
Be effective in Role play real life situation
Pt can answer questions the nurse asks

Evaluating effectiveness of OUR teaching

1. List 3 barriers to Patients learning
2. Identify 3 tools that can be used to teach a Pt.
3. What is the % of americans that read below a 5th
grade level? Why is this important?
4. What are the most important aspects to promote
effective learning? (select all that apply)
a.
b.
c.
d.

Literacy level
Active participation
Multiple approaches
Evaluation of teaching

How Learners Learn:

Tell me and I will forget
Show me and I will remember
Involve me and I will understand
~Confucius

References
Donaldson, N., Rutledge, D., & Pravikoff, D. (1999). Principles of effective
adult-focused patient education in nursing. Online Journal Of Clinical
Innovations, 2(2), 1-22.
Friedman, A., Cosby, R., Boyko, S., Hatton-Bauer, J., & Turnbull, G. (2011). Effective Teaching Strategies And Methods
Of Delivery For Patient Education: A Systematic Review And Practice Guideline Recommendations. Journal of Cancer
Education, 12-21.
Illiteracy Statistics. (2013, April 28). Retrieved March 30, 2015, from http://www.statisticbrain.com/number-of-americanadults-who-cant-read
Lewis, S. (2011). Medical-surgical nursing: Assessment and management of clinical problems (8th ed.). St. Louis,
Missouri: Elsevier/Mosby.
Potter, P., & Perry, A. (2013). Fundamentals of nursing (8th ed.). St. Louis, Missouri: Mosby Elsevier.
Tamura-Lis, W. (2013). Teach-Back for Quality Education And Patient Safety.
298.
doi:10.7257/1053-816X.2013.33.6.267

Urologic Nursing, 33(6), 267-