Facilitating Client Centered Learning based on a new best practice.
CEUs are available for this class at https://www.allceus.com/member/cart/index/search?q=facilitating

Unlimited CEUs $59 at http://allceus.com
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Explain why client-centered learning is important
Differentiate traditional teaching methods from client centered
Define the LEARNS model
Identify ways to create a safe environment
Explore different learning preferences and teaching methods
Discuss ways to evaluate the effectiveness of client centered learning practices

Why is it important?
Medication errors
Decreased ability to interpret labels and health messages
Increased hospitalization
Greater use of emergency services

An earlier discharge from hospitals
Understanding complicated treatment plans
Making informed decisions
Maintaining a healthy lifestyle
Communicating their perspective, needs and values
Living within difficult socio-economic conditions
Managing chronic conditions
Accessing community resources
Interacting with many healthcare professionals

Learning Theory Comparison
Traditional Expert Model
Teacher decides what is taught, how and when
New information is distinct and not linked
Client takes new information and implements it
All information is given at once
Health messages are one-size fits all
Learning is cognitive
Client-Partnership Model
Client and Teacher identify learning goals and methods
New information is linked to prior learning
Client undergoes an unlearning process before new information is implemented
Information is given over time
Information is tailored to the diverse needs of the individual
Learning is affective, cognitive, social and behavioral
Listen to client Strengths, Needs, Attitudes and Preferences
Establish a therapeutic partnership
Adopt an intentional approach to every encounter
Reinforce health literacy and curiosity
Name new knowledge via teach-back
Strengthen self-management via links to community resources
Learning is :
Affective (Motivation-Caring and Empowerment)
Behavioral (Motivation-Acting)
Cognitive (Comprehension and Learning style)
Social (Support, Motivation, Observational Learning)

Create a safe environment
Clients feel comfortable asking questions
Clients are able to bring someone with them to appointments
Professionals are aware that some clients are ashamed or anxious when they do not understand
Professionals are aware of the client’s knowledge and beliefs about their condition(s)
Professionals understand how clients perceive the condition or treatment may impact their family
Barriers to a safe environment
Too much information
Complicated forms and brochures
Relying on just words
Failing to periodically check for understanding
Difficult to navigate systems
Lack of reinforcement and support

Universal precautions approach
Decrease the complexity of the information provided
Use concrete example
Limit the number of topics covered in one session
Use teach-back to ensure comprehension
Focus on critical behaviors

Example –Nutritional Counseling
Motivational (scare) tactics
Lack of focus on a few critical behaviors
No concrete examples
Lack of teach back
Example –Nutritional Counseling
Decreased complexity
Identified three critical behaviors
Had the patient give an example of what she may do
Assess client learning needs
How are you feeling right now
Can you tell me what you know about . . .
What questions or concerns do you have
How do you like to learn new things?
What helps you to learn new things?

Tailor your approach and educational design by collaborating with the client and the interprofessional team
Engage in more structured and intentional approaches when facilitating client centered learning.
Use plain language, pictures and illustrations to promote health literacy.
Effective educational strategies
Printed and/or Online Materials
Pictograms (medication compliance, exercises)
Interaction (workbook, diaries, charts)
Support Groups
Observational learning
Role play
More techniques
To learn new material
To facilitate client behavior (Relaxation)
Video (injections, fitness, relaxation, cooking…)
Computer-based technology

Assess Client Learning
Occurs over time
Things to assess
Literacy level
What three things will you do over the next week to help you achieve this goal?
What risks do you see
What will be hardest for you
What support do you need
Assessment cont…
Things to assess cont…
Learning preferences
Family role in the treatment process
Effectiveness of interventions over time
Tell me what you did to…. since our last visit
What benefits do you see
How is this helping you