Assessing the patient’s learning needs and

readiness to learn

Pengkajian kebutuhan belajar (pasien)

Perkuliahan
Promosi dan edukasi kesehatan

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 The effective management of Patient care/ client care

PATIENT CENTERED CARE

Patient involvement

The Ability Of Patients (Or Their Surrogates) To Carry Out

Important Aspects Of A Care Plan Over Time.

Patients must be prepared (ie, educated) to meet these

responsibilities.

start with an evaluation of existing knowledge

“A Learning Need, & Readiness to learn”
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 A LEARNING NEED
The Gap That Exists Between Current Practices And Desired
Practices. Learning Needs Can Be Unperceived, Perceived,
Misperceived Or Emergent.

TARGET AUDIENCE ? (Patients / Family)

There are different types of learning needs:

1. Self-recognized or Perceived needs: I know what I want and need to know
(interview, fgd)
2. Unknown to the learner or Unperceived needs: I don’t know what I don’t
know (Unperceived needs are outside the awareness of the learner/ “objective
needs”)
3. Miscalculated or misperceived needs: I think I know something I don’t
(Observation, Patient complaints)
4. Emergent needs: Now I have some new information I realize I want
or need to learn something else instead of or in addition to what I am
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learning now.(ask directly after a session)
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 PATIENT’S LEARNING NEED

A Gap Between The Actual And Desired Level Or An Absence

Of The Knowledge, Skills, Behaviors, Or Attitudes
Required By A Patient To Self-manage Their Care, Maintain
Current Health, Or Progress To A More Healthy Condition

Essential Information About Your

ASSESSMENT
Patient And His Or Her Support
Network

Patient’s Needs, Concerns,

Preferences, And Readiness To
Learn

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 ASSESSING THE PATIENT’S LEARNING NEEDS
FIND OUT :
What patient wants and needs to know or do ƒ
What patient already knows ƒ
What patient is willing and able to learn ƒ
Patient’s priorities ƒ
Existing barriers to learning

ESSENTIAL QUESTIONS: ƒ
What is it that my patient absolutely must know or do, and if he
or she does not learn it, life-threatening problems may occur? ƒ
How the information is best delivered? ƒ
When is the best time for the patient to learn? ƒ
Where is the best place for the patient to receive the instruction? ƒ
Why does the patient need to know this?

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 ASSESSING LEARNING READINESS
Learning readiness is being both WILLING AND ABLE to make use of instruction.

EMOTIONAL READINESS
THE WILLINGNESS TO PUT FORTH EFFORT NECESSARY TO LEARN
This is often influenced by a person’s level of motivation. Motivation is greater
when the person perceives that the health information is relevant to their life
and helps them fulfill a felt need or solve a problem

EXPERIENTIAL READINESS
FACTORS THAT AFFECT A PERSON’S ABILITY TO LEARN OR THE WAY THEY LEARN
Previous knowledge, skills, attitudes ƒ
Present and past experiences ƒ
Physical capability: size, strength, coordination / dexterity, intact senses, energy
level, comfort ƒ
Intellectual capability: reading, math, verbal, problem-solving skills ƒHealth
beliefs (cultural / religious) ƒLanguage ƒSupport people / relationships ƒLearning
style

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 SET PRIORITIES FOR HEALTH TEACHING

Start with what the patient ABSOLUTELY NEEDS TO KNOW for

safety reasons or survival.

Determine what the patient wants to know. Start with what the
patient wants to know and those behaviors he is willing to
change.

List all the behaviors affecting the condition.

Determine which behaviors are the most important in affecting

the patient’s health status

Determine which behaviors are easiest to change first

Consider what resources the patient has when deciding on

priorities
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 EVALUATING THE LEARNING
Use the “teach-back method” to verify if a person understands, by asking the
person to recall and restate, in his or her own words, what they have been
told

Ask specific and relevant open-ended questions to see if a person can apply
the information to their situation.

Present a real world problem or scenario that can occur, and ask the person
to solve the problem by applying what they have l do if
________________happen earned. “What would you s?

If a skill is taught, ask the person to show you how encounter doing the
procedure. he or she will do what was taught
Don’t assume that a person understands if they don’t ask questions. They may feel
that asking a question will expose their ignorance, and they don’t want to be
embarrassed. Ask “What questions do you have?” rather than closed question, “Do
you understand?”

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 Thank you

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