DEFICIENT KNOWLEDGE

ASSESSMENT NURSING SCIENTIFIC OBJECTIVES NURSING RATIONALE EVALUATION

DIAGNOSIS EXPLANATION INTERVENTIONS
SUBJECTIVE: DEFICIENT Absence or SHORT TERM: 1. Determine who 1. Many older or SHORT
 “notice some KNOWLEDGE deficiency of After 4 hours of will be the terminal TERM:
difficulty related to new cognitive nursing learner: the patients may After 4 hours of
with blurred condition as information related interventions, the patient, family, view nursing
vision” manifested by to specific topic client will be able to significant themselves as interventions,
 “rare diagnose of demonstrate other, or dependent on the client shall
occasion, early onset motivation to learn. caregiver their have been able
experiencing Alzheimer’s 2. Assess the caregiver and to verbalize the
dyspnea on LONG TERM: motivation and therefore will motivation to
exertion” After 2 days of willingness of not want to be learn and
 “rare stress nursing the patient and part of the expresses the
incontinence interventions, the caregivers to educational want to learn
” client will be able to learn process more about
OBJECTIVE: verbalize 3. Assess the 2. Adults must condition
 Questioning understanding of ability to learn, see a need or
members of desired remember, or purpose for LONG TERM:
health care content/performs perform learning. After 2 days of
team desired skill. desired health- Some patients nursing
related care are ready to interventions,
4. Identify the learn soon the client shall
priority of after they are have been able
learning needs diagnosed; to plan out
within the others cope more days for
overall care better by learning
plan denying or activities to
5. Question the delaying the improve on
patient need for living qualities
regarding instruction. with new
previous Learning also condition
experience and requires “I still need
health teaching energy, which small
6. Identify any patients may reminders, but
existing not be ready I’m accepting
 misconceptions to use. help.”
regarding Patients also
material to be have a right
taught to refuse
7. Determine educational
cultural services
influences on 3. Cognitive
health teaching impairments
8. Determine the need to be
patient’s identified so
learning style, an
especially if appropriate
the patient has teaching plan
learned and can be
retained new designed
information in 4. This
the past information
9. Determine the provides the
patient’s or starting base
caregiver’s educational
self-efficacy to sessions.
learn and apply Teaching
new knowledge standardized
10. Provide content that
physical the patient
comfort for the already nows
learner wastes
11. Provide a quiet valuable time
atmosphere and hinders
without critical
interruption learning.
12. Involve the Adults learn
patient in material that
developing the is important
teaching plan, to them.
beginning with During the
 establishing acute stages,
objectives and the family or
goals for significant
learning at the others may
beginning of require the
the session most teaching
13. Give clear, 5. Adults bring
thorough many life
explanations experiences
and to each
demonstrations learning
session.
Adults learn
best when
teaching
builds on
previous
knowledge or
experience.
This
experience is
the
foundation
for an
individualized
teaching plan
6. Assessment
provides an
important
starting point
in education
knowledge
serves to
correct faulty
ideas
7. To be
 effective,
interventions
need to be
specific to the
patient and
address
individual
differences.
Providing a
climate of
acceptance
allows
patients to be
themselves
and to hold
their own
beliefs as
appropriate.
Language
problems can
pose
significant
barriers to
learning.
8. Each patient
has his or her
own learning
style, which
must be
considered
when
designing a
teaching
program.
Some people
may prefer
 written over
visual
materials, or
they may
prefer group
versus
individual
instruction.
Matching the
learner’s
preferred
style with the
educational
method will
facilitate
success in
mastery
knowledge
9. Self-efficacy
refers to a
person’s
confidence in
his or her
ability to
perform a
behavior. A
first step in
teaching may
be to foster
increased
self-efficacy
in the
learner’s
ability to
learn the
desired
 information
or skills.
Some
lifestyle
changes can
be difficult to
make
10. According to
Maslow’s
theory, basic
physiological
needs must be
addressed
before patient
education.
Ensuring
physical
comfort
allows the
patient to
concentrate
on what is
being
discussed or
demonstrated
11. A calm quiet
environment
assists the
patient with
concentrating
more
completely
12. Goal setting
allows the
learner to
know what
 will be
discussed and
expected
during the
session.
Adults tend to
focus on here-
and-now,
problem-
centered
education
13. Patients are
better able to
ask questions
when they
have basic
information
about what to
expect.
Accurate,
clear
information
provides
rationale for
treatment and
aides the
patient in
assuming
responsibility
for care at a
later time