Registered Nurses' Association of Ontario

Nursing Best Practice Guidelines

Structured Approaches

Action
Rationale
On a busy floor, the nurses agree that midmorning for three mornings in a row, they will dedicate five minutes of their care-giving to support client learning.
 
Ad hoc teaching made more intentional.
During their am care, prior to the learning session, the nurses in partnership with the client determine the topics to be addressed that day and a mutually acceptable time for the learning session.
 
Partnering with the client and naming the learning that will occur enable both the nurse and client to prepare for the session.
 
Before the learning session, the nurse gathers additional resources to support the client’s learning (e.g. multimedia resources, booklets or pamphlets, posters or diagrams, etc.).
Use of teaching aids, multimedia resources and teaching booklets enhance client learning.
Referring clients to valid internet and community resources supports ongoing client learning in the community.
 
During the learning session, the nurses engage the client by providing several opportunities for clarification, questions and practice.
Checking for understanding ensures the nurses presented the material/demonstrated the skill clearly and in a manner that enables the client to use the information effectively.
 
After the sessions, the nurses document the content covered, client’s responses, what the clients mastered, areas that still require reinforcement or additional learning and document any difficulties encountered or techniques/strategies that worked well.
 
Documenting the details of the session enables other health-care professionals to support and reinforce new learning and address any gaps or challenges.
 
The nurses share their experiences with each other and discover that their clients had the same learning needs. They discuss the possibility of future group sessions.
 
Moving towards group facilitation may make better use of scarce resources.