Adults Test 1 SG
**Study activities (Specifically transtheoretical activity)
**Review after class resources
**Review NCLEX and online resources
Adult Health Promotion
1. Definitions and examples of primary, secondary, and tertiary prevention
• Primary Prevention
o No disease
o Prevention
o Things we do to prevent things from happening in the first place
o No Impairment
o Example:
• Sunscreen
• Vitamins to prevent joint problems
• Exercise
• Wearing a seatbelt
• Secondary Prevention
o Subclinical disease
o Detection
o Screening tests to diagnose problems before they have symptoms
o Treating one problem so they don’t develop another
o Patient doesn’t have to know they have a disease
o Impairment
o Examples:
• Treat hypertension to prevent a stroke
• Mammograms for someone who has breast cancer
• Scoliosis screening
• Lab tests
• Papsmear
• Colonoscopy
• Tertiary Prevention
o Diagnosed disease
o Treatment
o Already have medical condition or disease with some sort of impairment
• Undergoing treatment
o Disease with impairment
• Physical therapy
• Chemotherapy
• Surgical interventions
2. Role of the nurse in health promotion and prevention
• Healthcare disparities = differences in incidence, prevalence, mortality rate, and burden
of diseases that exist among specific population groups
• Goal = health equity
• Everyone has same access to healthcare
• Nurses can do to end healthcare disparities:
• Develop cultural competence
• Understand own beliefs and respect others beliefs
• Since someone looks a certain way we shouldn’t assume they abide by beliefs
of certain culture
• Increase workforce diversity
• Some become managers and can hire in a diverse way
• Participate in quality initiatives (getting involved with legislative process)
• Enhance care coordination and quality of care
• At community level and individual level
,Adults Test 1 SG
3. Identify common factors leading to health disparities
• Ethnicity
• Race • Geographic location
• Income Status • Age
• Education • Sexual orientation
• Occupation/employment • Disability status
• Health literacy • Healthcare provider attitudes
• Gender • Lack of healthcare service access
• Health care provider attitudes • Language barrier
4. Identify determinants of health (behavior, genetics, social, medical, environment)
• Determinants of health = factors that
• Influence the health of individuals and groups
• Help explain why some people experience poorer health than others
• Examples:
• Where people are born, grow up, live, work, and age
5. Assessment of learning needs, readiness to learn, learning style
• Learning needs – assessed during the general nursing assessment
• What does patient know about health problem
• How does he or she perceive the problem
• Readiness to learn - depend on multiple factors (perceived need, attitudes, beliefs)
• Increased if patient perceives a need for information, has a belief that a behavior change
has value, or perceives the learning activities as new and stimulating
• Determine what stage of change the patient is in
• Learning style – each person has a distinct type of learning
• 3 types
• Visual = reading, pictures
• Auditory = listening
• Physical = doing things
• People often use more than 1 learning style to gain new knowledge or skills
• To assess, ask a patient how he likes to learn and has learned in the past
• Identify the patient who does not read or has limited health literacy]
• Assess patients ehealth literacy (degree that patients use digital information
and communication technologies to improve their health)
6. Teaching methods/strategies; be able to select the best method based on what is being taught
• Discussion with “teach back”
• Patient summarizes and repeats back main concepts or points you’ve talked about
• Advantages
• Helps patients remember and understand more information
• Raises patient satisfaction and helps patients feel more relaxed
• Helps gain the patients’ trust
• Lecture-discussion
• Demonstration/Return demonstration
• Best way to perform psychomotor skill
• Ex. Watch them perform dressing change or giveself a shot
• Learning materials
• Patient teaching process parallels nursing process
• Assessment: physical factors, psychologic factors, sociocultural factors,
learner factors
• Diagnosis: decide what will be taught
• Planning: setting goals, selecting teaching strategies, learning
materials
• Implementation: involve caregivers, provide positive feedback
, Adults Test 1 SG
• Evaluation
• Documentation
7. How to evaluate learning
• Observe patient or caregiver directly
• Ex. Ask patient to show you how to change a dressing directly
• Observe verbal and nonverbal cues
• Ex. Asks you to repeat instructions; loses eye contact
• Ask open-ended questions (“teach back”)
• Ex. “How often do you need to change the dressing?”
• Talk with caregiver (“teach back”)
• Ex. “What medications is she taking?”
• Seek the patient’s self-evaluation of progress
• Ex. Ask patient about his or her progress
• If goals are not met,
• Reassess the patient and revise teaching plan accordingly
8. Teaching modifications for older adults and adults with low health literacy
• Incorporate extra time, short teaching sessions
• Accommodate any sensory deficits
• Hearing aids, dentures, glasses, etc.
• Reduce environmental distractions
• May not have the mental capacity, patients or technical skills to be successful using the internet
to obtain health information
• Evaluate whether or not adult has all capabilities to learn and undergo treatment
regimen like they’ve been prescribed
9. Transtheoretical model of change: Be able to identify which stage a patient is in and appropriate
nursing interventions (not time frame for each stage)
• Precontemplation (6 months)
• Person not intending to take action in foreseeable future
• Don’t recognize it’s a problem
• Nursing:
• Clarify decision is theirs
• Encourage re-evaluation of behavior and self-exploration
• “Can you anticipate any problems you could have in the future related
to smoking?”
• Explain and personalize risk
• Contemplation
• Person intending to make a change in next 6 months
• Recognize it’s a problem but not ready to make any changes yet
• Intending to make changes “soon”
• Some start out here
• Nursing:
• Decision is theirs
• Encourage evaluation of pros and cons of behavior change
• Identify and promote new positive, outcome expectations
• Preparation (1 month)
• Planning to take action in immediate future
• Begin making plans to change
• Recognize issues, want to make a change, and plan to
• Nursing:
• Help them be successful
• Identify and assist in problem solving obstacles
• Help identify social support
• Verify underlying skills for behavior change
**Study activities (Specifically transtheoretical activity)
**Review after class resources
**Review NCLEX and online resources
Adult Health Promotion
1. Definitions and examples of primary, secondary, and tertiary prevention
• Primary Prevention
o No disease
o Prevention
o Things we do to prevent things from happening in the first place
o No Impairment
o Example:
• Sunscreen
• Vitamins to prevent joint problems
• Exercise
• Wearing a seatbelt
• Secondary Prevention
o Subclinical disease
o Detection
o Screening tests to diagnose problems before they have symptoms
o Treating one problem so they don’t develop another
o Patient doesn’t have to know they have a disease
o Impairment
o Examples:
• Treat hypertension to prevent a stroke
• Mammograms for someone who has breast cancer
• Scoliosis screening
• Lab tests
• Papsmear
• Colonoscopy
• Tertiary Prevention
o Diagnosed disease
o Treatment
o Already have medical condition or disease with some sort of impairment
• Undergoing treatment
o Disease with impairment
• Physical therapy
• Chemotherapy
• Surgical interventions
2. Role of the nurse in health promotion and prevention
• Healthcare disparities = differences in incidence, prevalence, mortality rate, and burden
of diseases that exist among specific population groups
• Goal = health equity
• Everyone has same access to healthcare
• Nurses can do to end healthcare disparities:
• Develop cultural competence
• Understand own beliefs and respect others beliefs
• Since someone looks a certain way we shouldn’t assume they abide by beliefs
of certain culture
• Increase workforce diversity
• Some become managers and can hire in a diverse way
• Participate in quality initiatives (getting involved with legislative process)
• Enhance care coordination and quality of care
• At community level and individual level
,Adults Test 1 SG
3. Identify common factors leading to health disparities
• Ethnicity
• Race • Geographic location
• Income Status • Age
• Education • Sexual orientation
• Occupation/employment • Disability status
• Health literacy • Healthcare provider attitudes
• Gender • Lack of healthcare service access
• Health care provider attitudes • Language barrier
4. Identify determinants of health (behavior, genetics, social, medical, environment)
• Determinants of health = factors that
• Influence the health of individuals and groups
• Help explain why some people experience poorer health than others
• Examples:
• Where people are born, grow up, live, work, and age
5. Assessment of learning needs, readiness to learn, learning style
• Learning needs – assessed during the general nursing assessment
• What does patient know about health problem
• How does he or she perceive the problem
• Readiness to learn - depend on multiple factors (perceived need, attitudes, beliefs)
• Increased if patient perceives a need for information, has a belief that a behavior change
has value, or perceives the learning activities as new and stimulating
• Determine what stage of change the patient is in
• Learning style – each person has a distinct type of learning
• 3 types
• Visual = reading, pictures
• Auditory = listening
• Physical = doing things
• People often use more than 1 learning style to gain new knowledge or skills
• To assess, ask a patient how he likes to learn and has learned in the past
• Identify the patient who does not read or has limited health literacy]
• Assess patients ehealth literacy (degree that patients use digital information
and communication technologies to improve their health)
6. Teaching methods/strategies; be able to select the best method based on what is being taught
• Discussion with “teach back”
• Patient summarizes and repeats back main concepts or points you’ve talked about
• Advantages
• Helps patients remember and understand more information
• Raises patient satisfaction and helps patients feel more relaxed
• Helps gain the patients’ trust
• Lecture-discussion
• Demonstration/Return demonstration
• Best way to perform psychomotor skill
• Ex. Watch them perform dressing change or giveself a shot
• Learning materials
• Patient teaching process parallels nursing process
• Assessment: physical factors, psychologic factors, sociocultural factors,
learner factors
• Diagnosis: decide what will be taught
• Planning: setting goals, selecting teaching strategies, learning
materials
• Implementation: involve caregivers, provide positive feedback
, Adults Test 1 SG
• Evaluation
• Documentation
7. How to evaluate learning
• Observe patient or caregiver directly
• Ex. Ask patient to show you how to change a dressing directly
• Observe verbal and nonverbal cues
• Ex. Asks you to repeat instructions; loses eye contact
• Ask open-ended questions (“teach back”)
• Ex. “How often do you need to change the dressing?”
• Talk with caregiver (“teach back”)
• Ex. “What medications is she taking?”
• Seek the patient’s self-evaluation of progress
• Ex. Ask patient about his or her progress
• If goals are not met,
• Reassess the patient and revise teaching plan accordingly
8. Teaching modifications for older adults and adults with low health literacy
• Incorporate extra time, short teaching sessions
• Accommodate any sensory deficits
• Hearing aids, dentures, glasses, etc.
• Reduce environmental distractions
• May not have the mental capacity, patients or technical skills to be successful using the internet
to obtain health information
• Evaluate whether or not adult has all capabilities to learn and undergo treatment
regimen like they’ve been prescribed
9. Transtheoretical model of change: Be able to identify which stage a patient is in and appropriate
nursing interventions (not time frame for each stage)
• Precontemplation (6 months)
• Person not intending to take action in foreseeable future
• Don’t recognize it’s a problem
• Nursing:
• Clarify decision is theirs
• Encourage re-evaluation of behavior and self-exploration
• “Can you anticipate any problems you could have in the future related
to smoking?”
• Explain and personalize risk
• Contemplation
• Person intending to make a change in next 6 months
• Recognize it’s a problem but not ready to make any changes yet
• Intending to make changes “soon”
• Some start out here
• Nursing:
• Decision is theirs
• Encourage evaluation of pros and cons of behavior change
• Identify and promote new positive, outcome expectations
• Preparation (1 month)
• Planning to take action in immediate future
• Begin making plans to change
• Recognize issues, want to make a change, and plan to
• Nursing:
• Help them be successful
• Identify and assist in problem solving obstacles
• Help identify social support
• Verify underlying skills for behavior change
