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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| Contributors | |
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| About the Author | |
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| Perspectives on Teaching and Learning | |
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| Overview of Education in Health Care | |
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| Historical Foundations for Patient Education in Health Care | |
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| The Evolution of the Teaching Role of Nurses | |
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| Social, Economic, and Political Trends Affecting Health Care | |
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| Purposes, Goals, and Benefits of Client and Staff Education | |
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| The Education Process Defined | |
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| The Contemporary Role of the Nurse as Educator | |
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| Barriers to Teaching and Obstacles to Learning | |
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| Questions to Be Asked About Teaching and Learning | |
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| State of the Evidence | |
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| Summary | |
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| References | |
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| Ethical, Legal, and Economic Foundations of the Educational Process | |
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| A Differentiated View of Ethics, Morality, and the Law | |
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| Evolution of Ethical and Legal Principles in Health Care | |
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| Application of Ethical Principles to Patient Education | |
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| The Ethics of Education in Classroom and Practice Settings | |
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| Legality of Patient Education and Information | |
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| Documentation | |
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| Economic Factors in Healthcare Education: Justice and Duty Revisited | |
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| Financial Terminology | |
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| Cost Savings, Cost Benefit, and Cost Recovery | |
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| Program Planning and Implementation | |
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| Cost-Benefit Analysis and Cost-Effectiveness Analysis | |
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| State of the Evidence | |
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| Summary | |
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| References | |
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| Applying Learning Theories to Healthcare Practice | |
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| Psychological Learning Theories | |
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| Neuropsychology and Learning | |
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| Comparison of Learning Theories | |
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| Motor Learning | |
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| Common Principles of Learning | |
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| State of the Evidence | |
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| Summary | |
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| References | |
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| Characteristics of the Learner | |
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| Determinants of Learning | |
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| The Educator's Role in Learning | |
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| Assessment of the Learner | |
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| Assessing Learning Needs | |
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| Methods to Assess Learning Needs | |
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| Readiness to Learn | |
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| Learning Styles | |
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| Learning Style Models and Instruments | |
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| Interpretation of the Use of Learning Style Models and Instruments | |
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| State of the Evidence | |
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| Summary | |
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| References | |
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| Developmental Stages of the Learner | |
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| Developmental Characteristics | |
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| The Developmental Stages of Childhood | |
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| The Developmental Stages of Adulthood | |
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| The Role of the Family in Patient Education | |
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| State of the Evidence | |
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| Summary | |
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| References | |
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| Compliance, Motivation, and Health Behaviors of the Learner | |
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| Compliance | |
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| Motivation | |
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| Selected Models and Theories | |
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| Models for Health Education | |
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| The Role of Nurse as Educator in Health Promotion | |
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| State of the Evidence | |
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| Summary | |
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| References | |
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| Literacy in the Adult Client Population | |
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| Definition of Terms | |
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| Scope and Incidence of the Problem | |
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| Trends Associated with Literacy Problems | |
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| Those at Risk | |
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| Myths, Stereotypes, and Assumptions | |
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| Assessment: Clues to Look For | |
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| Impact of Illiteracy on Motivation and Compliance | |
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| Ethical, Financial, and Legal Concerns | |
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| Readability of Printed Education Materials (PEMs) | |
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| Measurement Tools to Test Literacy Levels | |
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| Formulas to Measure Readability of PEMs | |
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| Tests to Measure Comprehension of PEMs | |
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| Tests to Measure General Reading Skills and Health Literacy Skills of Clients | |
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| Simplifying the Readability of PEMs | |
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| Strategies to Promote Health Literacy | |
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| State of the Evidence | |
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| Summary | |
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| References | |
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| Gender, Socioeconomic, and Cultural Attributes of the Learner | |
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| Gender Characteristics | |
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| Socioeconomic Characteristics | |
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| Cultural Characteristics | |
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| Assessment Models for the Delivery of Culturally Sensitive Care | |
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| The Four Major Subcultural Ethnic Groups | |
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| Preparing Nurses for Diversity Care | |
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| Stereotyping: Identifying the Meaning, the Risks, and the Solutions | |
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| State of the Evidence | |
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| Summary | |
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| References | |
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| Educating Learners with Disabilities | |
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| Scope of the Problem | |
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| Models and Definitions | |
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| The Language of Disabilities | |
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| The Nurse Educator's Roles and Responsibilities | |
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| Types of Disabilities | |
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| Sensory Deficits | |
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| Learning Disabilities | |
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| Developmental Disabilities | |
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| Mental Illness | |
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| Physical Disabilities | |
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| Communication Disorders | |
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| Chronic Illness | |
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| The Family's Role in Chronic Illness or Disability | |
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| Assistive Technologies | |
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| State of the Evidence | |
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| Summary | |
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| References | |
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| Techniques and Strategies for Teaching and Learning | |
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| A Behavioral Objectives | |
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| Types of Objectives | |
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| Characteristics of Goals and Objectives | |
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| The Debate About Using Behavioral Objectives | |
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| Writing Behavioral Objectives and Goals | |
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| Common Mistakes When Writing Objectives | |
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| Taxonomy of Objectives According to Learning Domains | |
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| Development of Teaching Plans | |
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| Use of Learning Contracts | |
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| The Concept of Learning Curve | |
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| State of the Evidence | |
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| Summary | |
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| References | |
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| Instructional Methods and Settings | |
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| Instructional Methods | |
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| Selection of Instructional Methods | |
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| Evaluation of Instructional Methods | |
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| Increasing Effectiveness of Teaching | |
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| Instructional Settings | |
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| State of the Evidence | |
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| Summary | |
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| References | |
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| Instructional Materials | |
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| General Principles | |
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| Choosing Instructional Materials | |
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| The Three Major Components of Instructional Materials | |
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| Types of Instructional Materials | |
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| Evaluation Criteria for Selecting Materials | |
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| State of the Evidence | |
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| Summary | |
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| References | |
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| Technology in Education | |
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| Health Education in the Information Age | |
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| The Impact of Technology on the Teacher and the Learner | |
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| Strategies for Using Technology in Healthcare Education | |
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| The Internet | |
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| Issues Related to the Use of Technology | |
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| Technology for Professional Development in Nursing | |
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| State of the Evidence | |
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| Summary | |
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| References | |
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| Evaluation in Healthcare Education | |
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| Evaluation, Evidence-Based Practice, and Practice-Based Evidence | |
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| Evaluation Versus Assessment | |
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| Determining the Focus of Evaluation | |
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| Evaluation Models | |
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| Designing the Evaluation | |
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| Conducting the Evaluation | |
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| Analyzing and Interpreting Data Collected | |
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| Reporting Evaluation Results | |
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| State of the Evidence | |
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| Summary | |
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| References | |
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| Tests To Measure Readability and Comprehension and Tools to Assess Instructional Materials | |
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| How to Use the Flesch-Kincaid Scale | |
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| How to Use the Fog Formula | |
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| How to Use the Fry Readability Graph | |
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| How to Use the SMOG Formula | |
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| How to Use the Cloze Test | |
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| Guidelines for Writing and Evaluating Printed Education Materials | |
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| Newest Vital Sign | |
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| e-Health Literacy Scale (eHeals Tool) | |
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| References | |
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| Resources and Organizations for People with Disabilities | |
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| Assistive Technology | |
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| Augmentations and Alternative Communication | |
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| Blindness | |
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| Deafness | |
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| Developmental Disabilities | |
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| Disability Services | |
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| Head Injury | |
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| Healthcare-Related Federal Agencies | |
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| Learning Disabilities | |
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| Mental Health | |
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| Neuromuscular Disorders | |
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| Spinal Cord Injury | |
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| Stroke | |
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| Teaching Plans | |
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| Post-circumcision Care | |
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| Safe Sleep Positioning of Infants | |
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| Use of Incentive Spirometer | |
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| Glossary | |
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| Index | |