Health Education Module #1 Student Activity Sheet PDF

Health Education Module #1 Student Activity Sheet Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: _________________...

Health Education Module #1 Student Activity Sheet Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ Lesson title: Perspective on Teaching and Learning - OVERVIEW OF EDUCATION IN HEALTH CARE Learning Targets: Materials: Book, pen and notebook At the end of the module, students will be able to: 1. Discuss the evolution of patient education in health care and the teaching role of the nurses. 2. Recognize the trends affecting the healthcare system in general and nursing practice in particular 3. Identify the purposes, goals, and benefits of patient and nursing staff/student education. 4. Compare and contrast the education process to the nursing process. 5. Define the terms teaching and learning. References: Bastable, S. B. (2019). Nurse as Educator: 6. Identify reasons why patient and staff education is an Principles of Teaching and Learning for important duty for professional nurses. Nursing Practice. Jones & Bartlett 7. Discuss barriers to education and obstacles to learning. Learning. A. SUBJECT ORIENTATION 1. The session will start with a prayer and the instructors’ introduction to the class. 2. The assigned subject, HES 008 (Health Education) and its schedule will be introduced and the course syllabus will be distributed and discussed accordingly. 3. Classroom decorum will be tackled as per instructors’ discretion. 4. The significance of computation of grades specific for this subject must be explained to the students. 5. Election of Classroom officers may also take place as an optional measure during the first meeting. B. MAIN LESSON The students will study and read their book about this lesson (Chapter 1 of the book): Historical Foundations for Patient Education in Health Care Teaching Role of Nurses Patient Educator Nurses’ major component of standard quality service is not only focus on care but also educating the sick. Nurse Educator Entrenched in the growth and development of the profession, the nurses should also educate other nurses for professional practice. Mid 1800s This period of time is where responsibility for teaching is recognized as an important role of nurses as caregivers. Florence Nightingale Founder of Modern Nursing and Ultimate educator – how to improve the health of people Early 1900s PHN’s role as Nurse teacher in preventing disease and maintaining the health of society was emphasized. This document is the property of PHINMA EDUCATION 1 of 8  Health Education Module #1 Student Activity Sheet Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ Patient teaching Recognized as independent nursing function of nurses Nursing Education Educating others-patients, families, and colleagues Nursing Practice Expanded to include broader concepts of health and illness 1918 - National League of Nursing Education (NLNE)(now Observed the importance of health teaching as a function the National League for Nursing [NLN]) within the scope of nursing practice. Nurses as Agents Promotion of health and Preservation of illness in all settings which they practiced. 1950- NLNE identified course content in nursing school prepare nurses to assume the role as teachers curricula International Council of Nurses (ICN) Endorsed nurse’s role as educator as essential component of nursing care delivery Nurse Practice Acts (NPAs) Teaching with Scope of nursing practice responsibilities. 1970- Patient’s Bill of Rights Ensure patients’ complete and current information concerning their diagnosis, treatment and prognosis 1980- Nurse as Educator, a paradigm shift Evolved from disease oriented approach to prevention oriented approach. Focused on teaching for promotion and maintenance of health. Grueninger (1995)- Transition toward wellness From disease-oriented patient education (DOPE) to prevention-oriented patient education (POPE) to ultimately become health-oriented patient education (HOPE). Role of the Nurse – changed From one wise healer to expert advisor/teacher to facilitator From Simple Information Disseminator Now emphasizes on empowering patients their potentials, abilities, and resources to the fullest. 1995 - The Pew Health Professions Commission Published a broad set of competencies it believed would mark the success of health professions in the 21st century The Pew Health Professions Commission Some of the commission’s recommendations for the nursing include the need to: - Provide clinically competent and coordinated care to the public - Involve patients and their families in the decision making process regarding health interventions - Provide clients with education and counselling regarding ethical issues. - Expand public access to effective care - Ensure cost effective and appropriate care for the consumer - Provide for prevention of illness and promotion of healthy lifestyles for all Role of today’s educator - Continuing nursing staff education, in-service programs, Training the Trainer and staff development to maintain and improve their clinical skills and teaching abilities This document is the property of PHINMA EDUCATION 2 of 8  Health Education Module #1 Student Activity Sheet Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ Professional Nurses Preparation to effective teaching services performance that meet the needs to many individuals and groups in different circumstances across a variety of practice settings Clinical Instructor Another very important role of the nurse as educator serving students in the practice setting. Role of Clinical Educator Dynamic one that requires teacher to actively engage students to become competent and caring professionals Social, Economic, and Political Trends Affecting HealthCare Health providers are recognizing the economic and social values of reaching out to communities, schools, and workplaces to provide education for disease prevention and health promotion. Politicians and healthcare administrators alike recognize the importance of health education to accomplish the economic goals of reducing the high cost of health services. Continuing education either by legislative mandate or as a requirement of the employing institution, has come to the forefront in response to the challenges of ensuring the competency of the practitioners. It is a means to transmit new knowledge and skills as well as to reinforce or refresh previously acquired knowledge and abilities for continuing growth of staff. Nurses continue to define their professional role, body of knowledge, scope of practice, and expertise, with client education as central to the practice of nursing. Demographic trends, particularly the aging of the population, are requiring an emphasis to place on self-reliance and maintenance of healthy status over an extended lifespan. Among the major causes of morbidity and mortality are those diseases now recognized as lifestyle related and preventable through educational intervention. Advanced technology is increasing the complexity of care and treatment in home and community-based settings. Nurses are in a key position to carry out health education. They are the healthcare providers who have the most continuous contact with clients, are usually the most accessible source of information for the consumer, and are the most highly trusted for all professionals. Since 1999, nurses to be ranked No. 1 in honesty and ethics among 45 occupations (Gallup polls) Purposes, Goals, and Benefits of Client and Staff Education Purpose – To increase the competence and confidence of clients for self-management. Goal – To increase the responsibility and independence of clients for self – care. This can be achieved by supporting patients through the transition from being dependent on others to being self- sustaining in managing their own care and from being passive to active learners. The single most important action of nurses as educators is to prepare patients for self-care. EFFECTIVE TEACHING CAN DO THE FOLLOWING: Increase patient satisfaction Improve quality of life Ensure continuity of care Decrease patient anxiety Effectively reduce the complications of illness and the incidence of disease Promote adherence to treatment plans Maximize independence in the performance of activities of daily living Energize and empower consumers to become actively involved in the planning of their care As Robin Orr (1990) observes, “Illness can become an educational opportunity… a teachable moment’ when ill health suddenly encourages [patient] to take a more active role in their care” This document is the property of PHINMA EDUCATION 3 of 8  Health Education Module #1 Student Activity Sheet Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ Numerous studies have documented the fact that informed clients are more likely to comply with medical treatment plans, more likely to find innovative ways to cope with illness, and less likely to experience complications As Robin Orr (1990) observes, “Illness can become an educational opportunity… a teachable moment’ when ill health suddenly encourages [patient] to take a more active role in their care” Numerous studies have documented the fact that informed clients are more likely to comply with medical treatment plans, more likely to find innovative ways to cope with illness, and less likely to experience complications COMPARISON OF NURSING PROCESS TO EDUCATION PROCESS The Education Process The education process is a systematic, sequential, logical, scientifically based, planned course of action consisting of two major interdependent operations: teaching and learning. Teaching and Instructions are deliberate interventions that involve sharing information and experiences to meet intended learner outcomes in the cognitive, affective and psychomotor domain according to an education plan Learning is defined as a change in behavior (knowledge, skills, and attitudes) that can occur at any time or in any place as a result of exposure to environmental stimuli. Learning is an action by which knowledge, skills, and attitudes are consciously or unconsciously acquired such that behavior is altered in some way that can be observed or measured. The success of the nurse educator’s endeavors at teaching is measured not by how much content has been imparted, but rather by how much the person has learned. ASSURE Model. A useful paradigm to assist nurses to organize and carry out the education process (Rega,1993). Analyze learner State objectives Select instructional methods and tools Use teaching materials Require learner performance Evaluate/revise the teaching and learning process. Role of a Nurse as a Educator This document is the property of PHINMA EDUCATION 4 of 8  Health Education Module #1 Student Activity Sheet Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ Luker and Caress (1989) clearly distinguished between patient teaching and patient education. They noted that patient teaching “implies a didactic information giving approach,” whereas patient education “implies something more comprehensive, for which specialist skills are required” The role of educator is not primarily to teach, but to promote learning and provide for an environment conducive to learning—to create the teachable moment rather than just waiting for it to happen The provision of information to the learner, whoever that learner may be, should stress the fact that teaching and learning are participatory processes. The role of the educator has shifted from the traditional “giver of information” position to that of a process designer and manager. This role alteration requires skill in needs assessment as well as the ability to involve learners in planning, link learners to learning resources, and encourage learner initiative If learners are to be able to comprehend, recall, and apply information, they must be actively involved in the learning experience (London, 1995). Glanville (2000) describes this move toward assisting learners to use their own abilities and resources as “a pivotal transfer of power” Quality and Safe Education in Nursing (QSEN) project was funded to educate nursing students on patient safety and healthcare quality. The goal of this 3 phase study was to address the challenges in preparing nursing students with the knowledge, skills, and attitudes to improve the safety and quality of healthcare delivery. 6 QSEN Competencies 1. Patient-centered care: The patient has control of and is full partner in the provision of holistic, compassionate, and comprehensive care based on the patient’s values, needs, and preferences. 2. Teamwork and collaboration: Nurses and other health professionals must collaborate effectively with open communication, respect, and mutual decision making to achieve high-quality care 3. Evidence-based practice: Current evidence must be integrated to support clinical expertise in providing optimal health care 4. Quality improvement: Measure data and monitor patient outcomes to develop changes in methods to continuously improve the quality and safety in healthcare delivery. 5. Informatics: Use information technology to effectively communicate, manage knowledge, eliminate error, and support collaborative decision making 6. Safety: Minimize the risk of harm to patients and healthcare providers through self and system evaluation. PHASE II is dedicated to teaching strategies and resources. A second goal of this phase was to collaborate with organizations that represent advanced practice nurses in developing competencies for graduate education. PHASE III the goal of this phase was to develop the faculty expertise needed to. teach competencies in textbooks, implement innovative teaching strategies, and assist in the licensure and accreditation process Barriers to education are those factors impeding the nurse’s ability to deliver educational services. Obstacles to learning are those factors that negatively affect the ability of the learner to attend to and process information This document is the property of PHINMA EDUCATION 5 of 8  Health Education Module #1 Student Activity Sheet Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ BARRIERS TO TEACHING: CHECK FOR UNDERSTANDING You will answer and rationalize this by yourself. This will be recorded as your quiz. 1 point will be given to every correct answer and another 1 point for correct rationalization. Multiple Choice 1. The role of nurse as educator is deeply entrenched in the growth and development of the profession. a. True b. Maybe c. False d. All of the above RATIO: _______________________________________________ 2. At this time, nursing was first acknowledged as a unique discipline, and the responsibility for teaching has been recognized as an important role of nurses as care givers a. Early 1900s b. Mid 1800s c. 1918 d. 1970 RATIO: _______________________________________________ This document is the property of PHINMA EDUCATION 6 of 8  Health Education Module #1 Student Activity Sheet Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ 3. She was recognized as the ultimate educator. a. Dreeben b. Grueninger c. Nightingale d. Levine RATIO: _______________________________________________ 4. In today’s role of the nurse as educator, he following are considered requirements, except: a. Continuing education b. In service programs c. Consistent Caregiver d. Staff Development RATIO: _______________________________________________ 5. Another very important role of the nurse as educator serving students in the practice setting a. Trainor’sTrainer b. Health Educator c. Clinical Instructor d. Health Teacher RATIO: _______________________________________________ 6. During this time in history, PHN clearly understood the significance of the role of the nurse as teacher in preventing disease and in maintaining the health of society a. Early 1900s b. Mid 1800s c. 1918 d. 1970 RATIO: _______________________________________________ 7. This includes teaching with the scope of nursing practice responsibilities a. National League of Nursing Education (NLNE)(now the National League for Nursing [NLN]) b. International Council of Nurses (ICN) c. The Joint Commission (TJC) d. Nurse Practice Acts (NPAs) RATIO: _______________________________________________ 8. Since 1999, nurses are always ranked number 1 in this category among 45 occupations according to Gallup polls: a. Norm and value b. Ethics and culture c. Veracity and truth d. Honesty and ethics This document is the property of PHINMA EDUCATION 7 of 8  Health Education Module #1 Student Activity Sheet Name: _________________________________________________________________ Class number: _______ Section: ____________ Schedule: ________________________________________ Date: ________________ RATIO: _______________________________________________ 9. He was well known for his quest for transition toward wellness a. Dreeben b. Grueninger c. Nightingale d. Levine RATIO: _______________________________________________. 10. In this year, the Patient’s Bill of Rights was promulgated. a. Early 1900s b. Mid 1800s c. 1918 d. 1970 RATIO: _______________________________________________ GROUP COLLABORATION Observing social distancing, you will be divided into groups of 5-6 members. You will be asked to open your book on a specific page and will continue to reveal more information about the case scenario. This is a graded activity. Unfolding Case Studies (Please refer Case Scenario on page 29 of your book) C. LESSON WRAP-UP Turn and Talk 1. The instructor will pose one question to the class. 2. The students will begin to discuss their answers to their seatmate (with observance of social distancing) on a set allotted time. 3. When the time is up, the instructor will randomly ask the students to share their thoughts and ideas from their partners’ discussion in the class. Reading Reflections and 3-2-1 You will record the: 1.) three things you learned from the reading, 2.) one way that learning might affect you in clinical practice, and 3.) one question you hope to have answered in this topic This document is the property of PHINMA EDUCATION 8 of 8