AFAMS Master Lesson Plan (MLP)
Nursing Program
Therapeutic Communication and Patient Learning
Instructor
Serial/Semester
Location
Start/Finish Time
Date
LESSON OBJECTIVE
Performance: To gain an understanding of therapeutic communication and patient education.
Conditions:
The student will be presented a powerpoint presentation by the instructor and will have
all necessary references made available to him/her.
Standard:
1.
Students will be able to therapeutically communicate and educate patients in the
role of a nurse.
TEACHING POINTS
1. Define therapeutic communication
2. Correlate Maslow’s Hierarchy with basic
human needs
3. Differentiate patients with special needs
4. Define the importance of patient teaching
5. Define plans of education
6.
7.
Define the need for education
Demonstrate the importance of patient
feedback
8
9.
10.
INSTRUCTIONAL STRATEGY
Interactive Lecture
Method:
Instructor
Media:
Classroom
Environment:
OTHER LESSON SPECIFICATIONS
Knowledge Lesson
Type of Lesson:
1/50
Ratio:
Resources:
.
End of Lesson Test: None
Instructional Time: 69
Reference(s):
Click here to enter reference(s).
Minutes
LESSON PLAN APPROVAL
Signature of Standards Officer
Date
AFAMS Master Lesson Plan (MLP)
Nursing Program
Therapeutic Communication and Patient Learning
INTRODUCTION
Allocated Time:
Review:
5 Minutes
You have had previous anatomy and physiology lectures in your combat medic
training, this lecture will build upon prior instruction.
Objective:
To discuss/describe topics related to the nursing process.
Importance:
Nurses work in various health care settings so it is important to gain an
understanding of this subject as it will apply to your clinical practice.
Fit:
Therapeutic communication a process in which the nurse consciously
influences a client or helps the client to a better understanding through verbal
or nonverbal communication. Therapeutic communication involves the use of
specific strategies that encourage the patient to express feelings and ideas and
that convey acceptance and respect.
Approach:
You will be presented the subject in lecture format and will be tested using a
written exam at a later date.
Control Statement:
If you have any questions during the lesson please feel free to ask.
BODY
1. Teaching Point: Define therapeutic communication
Minutes
Allocated Time:
Introduction:
Learner Participation:
Knowledge Lesson Please follow along with your hand outs and take notes.
Skill Lesson
Powerpoint presentation with associated handouts.
Learning Support:
1. Exchange between patient & healthcare
worker.
a. Provides:
i. Support
ii. information, corrects distortions
iii. feedback
iv. hope
v. a means for patient expression
vi. a means for being heard & understood
2. Patient-centered listening...
a. active listening
b. reflective listening
c. focus on patient, not on self
d. suspend immediate judgment
e. fully present & receptive to patient
3. The goal of patient-centered listening...
1
AFAMS Master Lesson Plan (MLP)
Nursing Program
Therapeutic Communication and Patient Learning
a. asking open-ended questions
b. allowing the patient to speak freely
c. assisting the patient to focus on chief
d. complaint
4. Prejudice...
a. judging based upon preconceived or
b. stereotypical criteria
c. self-oriented rather than other-oriented
d. elevates at the expense of others
e. prejudice = discrimination
5. Therapeutic environment...
a. protects privacy
b. establishes trust
c. allows emotion
d. promotes open, honest communication
e. minimizes distractions:
i. noise
ii. visual
f. eliminates physical barriers
i. furniture
ii. equipment
6. Nonverbal communication...
a. kinesics – (the way in which certain body movements and gestures serve as a form of
nonverbal communication)
b. socially learned
c. vary with culture
d. 70% of one-on-one conversation is
e. nonverbal
f. verbal & nonverbal messages should
g. match
h. personal space, 2 to 4 feet
i. touch…when, where?
Knowledge Lesson:
Question:
Answer:
Check on Learning
In a knowledge lesson, pose questions to the class.
Click here to enter the question.
Click here to enter the answer.
Skill Lesson:
In a skill lesson, provide practice and watch students perform a skill.
2. Teaching Point: Correlate Maslow’s Hierarchy with basic human needs
Minutes
Allocated Time:
2
AFAMS Master Lesson Plan (MLP)
Nursing Program
Therapeutic Communication and Patient Learning
Introduction:
Learner Participation:
Knowledge Lesson Please follow along with your hand outs and take notes.
Skill Lesson
Powerpoint presentation with associated handouts.
Learning Support:
1. Maslow’s Hierarchy of Needs:
a. Theory of human motivation for self-fulfillment
b. basic needs met first
c. illness can cause retreat to basic needs
d. dominant needs change throughout life cycle
2. Maslow’s Hierarchy:
a. Self-actualization -peace, fulfillment, social action
b. Esteem - self-respect, autonomy, status, recognition
c. Social - affection, belonging, friendship
d. Safety - security, protection from physical & emotional harm
e. Physiological - food, drink, shelter
3. Coping mechanisms...
a. Strategy, conscious or unconscious, for relieving anxiety.
b. Can protect us or harm us.
c. May present barriers to therapeutic communication.
Knowledge Lesson:
Question:
Answer:
Check on Learning
In a knowledge lesson, pose questions to the class.
Click here to enter the question.
Click here to enter the answer.
Skill Lesson:
In a skill lesson, provide practice and watch students perform a skill.
3. Teaching Point: Differentiate patients with special needs
Minutes
Allocated Time:
Introduction:
Learner Participation:
Knowledge Lesson Please follow along with your hand outs and take notes.
Skill Lesson
Powerpoint presentation with associated handouts.
Learning Support:
1. Patients with special needs...
a. Elderly:
i. vision
ii. hearing
iii. comprehension - don’t patronize
b. Impaired:
3
AFAMS Master Lesson Plan (MLP)
Nursing Program
Therapeutic Communication and Patient Learning
i. mentally
ii. physically
iii. visually
iv. hearing
Knowledge Lesson:
Question:
Answer:
Check on Learning
In a knowledge lesson, pose questions to the class.
Click here to enter the question.
Click here to enter the answer.
Skill Lesson:
In a skill lesson, provide practice and watch students perform a skill.
4. Teaching Point: Define the importance of patient teaching
Minutes
Allocated Time:
Introduction:
Learner Participation:
Knowledge Lesson Please follow along with your hand outs and take notes.
Skill Lesson
Powerpoint presentation with associated handouts.
Learning Support:
1. Why is patient teaching important?
a. Empowers
b. Gives control
c. Patient takes active role in healthcare
d. decisions
e. Facilitates compliance with prescribed treatments
2. Patient education...
a. May be formal
b. May be informal
c. Is an active process
d. Intended to produce an observable change in attitude or behavior
3. Needs to acquire new:
a. knowledge
b. skills
c. values
d. beliefs
4. The patient-centered approach to teaching is...
a. Collaborative between teacher & learner
b. Must be centered on the individual needs of the patient
5. The teaching process...
a. Assess patient’s needs
b. Plan a strategy
c. Deliver & document
4
AFAMS Master Lesson Plan (MLP)
Nursing Program
Therapeutic Communication and Patient Learning
d. Evaluate results
6. Assessment:
a. health care needs
b. ability & emotional readiness to learn
c. addresses patient’s environment & support network
Knowledge Lesson:
Question:
Answer:
Check on Learning
In a knowledge lesson, pose questions to the class.
Click here to enter the question.
Click here to enter the answer.
Skill Lesson:
In a skill lesson, provide practice and watch students perform a skill.
5. Teaching Point: Define plans of education
Minutes
Allocated Time:
Introduction:
Learner Participation:
Knowledge Lesson Please follow along with your hand outs and take notes.
Skill Lesson
Powerpoint presentation with associated handouts.
Learning Support:
1. Jointly agreed upon concrete goal or objective.
2. Develop plan in collaboration with patient.
3. Include all 3 domains of learning:
a. cognitive, knowledge about subject
b. psychomotor, physical action or experience
c. affective, how one feels about subject
4. Seize the moment – spontaneous readiness!
5. Delivery:
a. One-on-one
i. preoperative teaching
b. Small group - attitudinal change
i. smoking
ii. weight management
c. Demonstration
i. dressing change
ii. breast self-examination
5
AFAMS Master Lesson Plan (MLP)
Nursing Program
Therapeutic Communication and Patient Learning
Knowledge Lesson:
Question:
Answer:
Check on Learning
In a knowledge lesson, pose questions to the class.
Click here to enter the question.
Click here to enter the answer.
Skill Lesson:
In a skill lesson, provide practice and watch students perform a skill.
6. Teaching Point: Define the need for education
Minutes
Allocated Time:
Introduction:
Learner Participation:
Knowledge Lesson Please follow along with your hand outs and take notes.
Skill Lesson
Powerpoint presentation with associated handouts.
Learning Support:
1. Prevents duplication of:
a. Time
b. effort
2. Liability protection
Knowledge Lesson:
Question:
Answer:
Check on Learning
In a knowledge lesson, pose questions to the class.
Click here to enter the question.
Click here to enter the answer.
Skill Lesson:
In a skill lesson, provide practice and watch students perform a skill.
7. Teaching Point: Demonstrate the importance of patient feedback
Minutes
Allocated Time:
Introduction:
Learner Participation:
Knowledge Lesson Please follow along with your hand outs and take notes.
Skill Lesson
Powerpoint presentation with associated handouts.
Learning Support:
1. Patient feedback
a. Were goals met? If not, why?
b. Patient’s reaction
c. What follow-up is needed
d. What went well, what could be improved upon?
e. Evaluate teaching, learn & grow, develop teaching skills & confidence
6
AFAMS Master Lesson Plan (MLP)
Nursing Program
Therapeutic Communication and Patient Learning
Knowledge Lesson:
Question:
Answer:
Check on Learning
In a knowledge lesson, pose questions to the class.
Click here to enter the question.
Click here to enter the answer.
Skill Lesson:
In a skill lesson, provide practice and watch students perform a skill.
8. Teaching Point: Define the need for therapeutic communication
Minutes
Allocated Time:
Introduction:
Learner Participation:
Knowledge Lesson Please follow along with your hand outs and take notes.
Skill Lesson
Powerpoint presentation with associated handouts.
Learning Support:
1.
2.
3.
4.
5.
Maintain patient-centered listening
Suppress prejudice
Create a therapeutic environment
Be alert to nonverbal cues
Establish a trusting relationship
Knowledge Lesson:
Question:
Answer:
Check on Learning
In a knowledge lesson, pose questions to the class.
Click here to enter the question.
Click here to enter the answer.
Skill Lesson:
In a skill lesson, provide practice and watch students perform a skill.
END OF LESSON TEST
Allocated Time:
Instructions:
Test Questions or
Performance
Expected:
Test Key:
0 Minutes
You will be tested on this subject at a later date.
You will be expected to review and study the material taught in this session in
order to pass the associated written test. If you have difficulty with the material
please see me so we can review together.
None.
CONCLUSION
Allocated Time:
Summary:
5 Minutes
Review and re-emphasize the difficult Teaching Points below.
1.
2.
3.
7
Define therapeutic communication
AFAMS Master Lesson Plan (MLP)
Nursing Program
Therapeutic Communication and Patient Learning
4.
5.
6.
7.
8
9.
10.
Closing Statement:
Nurses work in various health care settings so it is important to gain an
understanding of this subject as it will apply to your clinical practice.
Re-motivating
Statement:
Therapeutic communication a process in which the nurse consciously
influences a client or helps the client to a better understanding through verbal
or nonverbal communication. Therapeutic communication involves the use of
specific strategies that encourage the patient to express feelings and ideas and
that convey acceptance and respect.
8