Pengkajian Kebutuhan Belajar

Assessing the patient’s learning needs and
readiness to learn
Pengkajian kebutuhan belajar (pasien)

Perkuliahan
Promosi dan edukasi kesehatan
10/1/2018 franciscasri 1
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”
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
10/1/2018
learning now.(ask directly after a session)
franciscasri 3
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
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?
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
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
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?”
Thank you

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Assessing the patient’s learning needs and

Pengkajian kebutuhan belajar (pasien)

PATIENT CENTERED CARE

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

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

start with an evaluation of existing knowledge

TARGET AUDIENCE ? (Patients / Family)

There are different types of learning needs:

A Gap Between The Actual And Desired Level Or An Absence

Essential Information About Your

Patient’s Needs, Concerns,

Start with what the patient ABSOLUTELY NEEDS TO KNOW for

List all the behaviors affecting the condition.

Determine which behaviors are the most important in affecting

Determine which behaviors are easiest to change first

Consider what resources the patient has when deciding on

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