Analyzing Patient Education: Reflection Questions on Learning Styles

This essay presents a series of reflection questions concerning patient learning needs and education within a healthcare context. It explores methods for understanding client learning preferences through targeted screening questions, emphasizing the importance of creating a non-hostile environment for open interaction. The essay also addresses ensuring consistency in educational content delivery through supervisor oversight, client surveys, and continuous self-evaluation by healthcare providers. A personal experience with an elderly dementia patient highlights the adaptation of teaching methods to suit individual learning styles, specifically employing audiovisual aids and practical tools. The author identifies as a kinesthetic learner, emphasizing the value of hands-on activities and practical experiences in their own learning process. Desklib offers a platform for students to access similar solved assignments and study resources.

Running head: REFLECTION QUESTIONS
REFLECTION QUESTIONS
Name of the Student
Name of the university
Author’s note

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Chapter 5 reflection questions
1. Three screening questions can be used in order to understand the learning needs of the
client population of an organization. For example a closed ended question likes " what do
you want to know?' helps the nurses to comprehend the concern of the patient. Such kind
of a question can expedite the desire of learning in patients and also helps to alleviate any
kind of toxic stresses. Similarly questions like " how confident do you feel while filling
out the hospital application forms" , " how often do you face problems in comprehending
your written medical condition?'. These kinds of question would also bring an impression
that the nurse cares about them. This will automatically generate a non-hostile
environment for the patients and they will be able to interact with the nurses more openly.
2. In order to guarantee the consistency in the delivery of the educational content, a
supervisor can be appointed to keep a check on the quality of the educational content
provided. Furthermore, survey can be conducted among the clients to understand the
things that are still unaddressed and should be tallied with the previous feedbacks.
Furthermore the nurses will have to remain aware of their own competencies, teaching
styles and the requirements of the clients.
Inconsistent teaching can deteriorate the nurse- patient therapeutic relation, medication
error in patients who are able to self manage the disease, hospital readmissions and more.
A team has to address these issues by repeated self evaluation, creating sensory
awareness among the clients and proper documentation of the outcomes.

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3. Once I have encountered with an elderly client suffering from dementia. I found that he
was not an auditory learner as she was suffering from mild cognitive impairment; hence it
was becoming difficult for her to remember. Hence I took up a method that involved
audiovisual aids, made her jot down her own medication timings, provided appropriate
signs and diagrams. On further interaction I realized that She have gained the knowledge
and can contribute to self management of her condition.
4. My chosen learning style is kinesthetic learning. They are he learners who learn more by
hand on activities rather than theoretical learning. I have realized that practical
experiences, wiring and rewriting of materials helps me to provide an in-depth
knowledge of the topic. I can interact more by the help of schematic diagrams, pictures,
spontaneous movement while learning. The learners learn with genuine physical
experiences, touching, practical experiences.

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References
Duphily, N. (2014). Transitioning From LPN/LVN to BSN. Springer Publishing Company.