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NRS 429VN: Topic 1 DQ 1

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Describe the nurse’s role and responsibility as health educator. What strategies, besides the use of learning styles, can a nurse educator consider when developing tailored individual care plans, or for educational programs in health promotion? When should behavioral objectives be utilized in a care plan or health promotion?

 

Re: Topic 1 DQ 1

Describe the nurse’s role and responsibility as health educator. What strategies, besides the use of learning styles, can a nurse educator consider when developing tailored individual care plans, or for educational programs in health promotion? When should behavioral objectives be utilized in a care plan or health promotion?

According to WHO (2018) “Health education comprise consciously contracted opportunities for learning involving some form of communication designed to improve health literacy, including improving knowledge, and developing life skills which are conducive to individual and community health.” Nurse, as health educator from the time of admission to the time of discharge, a patient should be educated. Health education will help patient understand and help to promote quality of healthcare services by delivering high-quality educational interventions that focus on the educational needs of the patients. Whitney, (2018). Nurses are responsible to responsible for providing evidence-based health support, counseling, and education to patients. Richard, E., Evans, T., & Williams, B. (2018). The first steps are patient assessment. Assessment is required because all patients should treat as an individual. For example, patient has unique learning style, educational level, values, culture, health disparities, the environment, linguistic, literary and belief system. This assessment help to understand patient better. Nurses are also in responsible to determining whether there is any learning difficulty. So, nurse can ably educate the patient to meet the outcomes. (Whitney, 2018).

According to WHO (2018) “health promotions is the process of enabling people to increase control over, and to improve their health.” There are strategies aside from the usage of learning styles, there are also other ways that might assist nurses in developing an effective education strategy such develop care plan. A nurse educator may work with an interdisciplinary team to create a personalized care plan for each patient. It is critical for nurses to learn what is important to their patients and what motivates them to improve their teaching. (Smith & Zsohar, 2013). Teach back method is best method to determine whether patient understood teaching or may need clarification. Prior to teaching, the behavioral objective must be used. The behavioral objectives should be included in their treatment care plan when a patient is willing to learn and change regarding education needs. Nurses must first identify the patient’s readiness to change and then construct an objective that is appropriate for the patient’s stage.

Change occurs in six stages. As a nurse before use a any behavioral target, they must first identify the patient’s readiness to change and then construct an objective that is appropriate for the patient’s stage (Whitney, 2018). Change occurs in six stages. Nurses are essential players in promoting patient health and wellness and play a key role in educating patients.

References

Richard, E., Evans, T., & Williams, B. (2018). Nursing students’ perceptions of preparation to engage in patient education. Nurse Education in Practice

Retrieved from https://daneshyari.com/article/preview/4940362.pdf

Smith, J. A., & Zsohar, H. (2013). Patient-education tips for new nurses.

https://journals.lww.com/nursing/Pages/articleviewer.aspx?year=2013&issue=10000&article=00024&type=Fulltext

Whitney, S. (2018). Teaching and Learning Styles. In Health Promotion: Health & Wellness Across the Continuum. Grand Canyon University.

World Health Organization Health Promotion (1998)

Retrieved from https://apps.who.int/adolescent/second-decade/section/section_9/level9_15.php

 

 

sample 2

Re: Topic 1 DQ 1

As nurse’s part of our job is health promotion, and through education we can promote wellness. At work, we say education starts at the patient’s admission. Whether a patient is admitted with a new diagnosis or an existing disease they have a lot of educational material to learn. A nurse needs to take into consideration the patients’ abilities, disabilities, preferred language, and readiness to learn before reviewing educational material. I prefer to have a family member when teaching about new equipment, medications or reviewing discharge summaries, because that will allow for an additional person to understand and ask for questions and clarification. If there are learning barriers such as language, physical limitations, pain or mental disabilities, including family or caregivers, obtaining written material in their preferred language and obtaining translators are all solutions to common obstacles.

Besides reading materials, discussion and videos, you can use the teach back method for educating a patient. Asking a patient to tell you about their medical devices or medications. Asking rather than telling allows you to assess what they already know and how much more they must learn. Other methods of teaching include return demonstration, verbalizing what they learned, keeping the conversation simple and reinforcing with appropriate materials. When nurses create behavioral objectives, it is based on the assumption that the patient is willing to change (Whitney, 2018). When teaching isn’t successful the nurse needs to determine if the patient is ready and willing to accept the education. Assessing the patient allows for the nurse to determine what stage of readiness to learn the patient is in and what learning objective will follow.

 

References

Ashton, K., & Oermann, M. H. (2014, May). Lippincott Nursing Center. Retrieved October 7, 2021, from https://www.nursingcenter.com/pdfjournal?AID=2460148&an=00004045-201405000-00005&Journal_ID=2695880&Issue_ID=2460020.

Whitney, S. (n.d.). Teaching and learning styles. CCC web books by AWS & CDD. Retrieved October 7, 2021, from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/1.

Winters, C. A., & Echeverri, R. (2012, June). Teaching strategies to support evidence-based practice. Login. Retrieved October 7, 2021, from https://web-a-ebscohost-com.lopes.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=2&sid=2f67ce1d-75d9-4384-b0ec-c1c56775f87a%40sessionmgr4006.

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