Assessment of Learning
To effectively teach and meet preset learning outcomes, it is imperative to assess a learner’s parents’ readiness to learn and identify the barriers to learning. The teaching focuses on seizures and epilepsy with a specific focus on the consequences of seizures. Consequently, developing skills fundamental to the delivery of home-based care management, and improving the competence of parents as caregivers in patient-centered care to the seizure/epileptic pediatric patient. According to Hagemann et al. (2016) parents of children with seizures, the majority of which results from epilepsy, often have inadequate education. More so, regarding the seizure risks, including injury and mortality (Assessment of Learning).
Readiness and Barriers (Assessment of Learning)
Definitively, the parent’s readiness to learn encompasses physical, emotional, experiential, and knowledge readiness. Moreover, a key strategy is to question the parents about their understanding of the disorder in context and treatments. Furthermore, and what they want to teach (Ashton & Oermann, 2014). Consequently, open-ended questioning and probing will help determine the learning needs of each parent and the barriers that may hinder the learning process.
This also helps determine the gap between the parent’s understanding and the need to learn, which helps in establishing the cognitive abilities and motivation levels of the parents. Besides, questioning should also focus on psychological readiness, which narrows down to the degree of acceptance or denial of the condition, anxiety and stress, ability to concentrate, and the developmental stages in the pediatric patient (Assessment of Learning).
Moreover, Upon assessing the four types of readiness, the educator ought to integrate strategies to overcome the barriers to parent learning. Consequently, that include low literacy levels, diverse cultures, language, and physiological hindrances. The barriers can be addressed using simple language suitable for grade eight learners. Further, using culturally competent skills, and engaging translators to improve communication with the parents (Assessment of Learning).
Granted that the teaching exercise should be premised on those needs and customized for each parent, the learning needs assessment should utilize a combination of assessment strategies. Consequently, including asking the right questions during targeted and informal conversations. Moreover, the parent teaching strategy should depend on the pediatric patient’s needs availed in small and manageable parts (Assessment of Learning).
Ashton, K., & Oermann, M. H. (2014). Patient education in home care: strategies for success. Home Healthcare Now, 32(5), 288-294.
Hagemann, A., Pfäfflin, M., Nussbeck, F. W., & May, T. W. (2016). The efficacy of an educational program for parents of children with epilepsy (FAMOSES): Results of a controlled multicenter evaluation study. Epilepsy & Behavior, 64, 143-151.
Thompson, D., Leach, M., Smith, C., Fereday, J., & May, E. (2020). How nurses and other health professionals use learning principles in parent education practice: A scoping review of the literature. Heliyon, 6(3), e03564.