Module 1 Health Education PDF

Overview of 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...

Overview of 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. Teaching Role of Nurses 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. Teaching Role of Nurses Early 1900s PHN’s role as a Nurse teacher in preventing disease and maintaining the health of society was emphasized. Patient Teaching Recognized as independent nursing function of nurses. Teaching Role of Nurses Nursing Education Educating others-patients, families, and colleagues. Nursing Practice Expanded to include broader concepts of health and illness. Teaching Role of Nurses 1918 – National League of Nursing Education (NLNE) (Now the National League for Nursing [NLN]) Observed the importance of health teaching as a function within the scope of nursing practice. Nurses as Agents Promotion of health and Preservation of illness in all settings which they are practiced. Teaching Role of Nurses 1950 – NLNE identified course content in nursing school curricula Prepare nurses to assume the role as teachers. International Council of Nurses (ICN) Endorsed nurse’s role as educator as essential component of nursing care delivery. Teaching Role of Nurses Nurse Practice Acts (NPAs) Teaching with Scope of nursing practice responsibilities. 1970 – Patient’s Bill of Rights Ensure patient’s complete and current information concerning their diagnosis, treatment and prognosis. Teaching Role of Nurses 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 towards wellness From disease-oriented patient education (DOPE) to prevention-oriented patient education (POPE) to ultimately become health-oriented patient education (HOPE). Teaching Role of Nurses 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. Teaching Role of Nurses 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. 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. Teaching Role of Nurses Role of today’s educator – Training the Trainer Continuing nursing staff education, in-service programs, and staff development to maintain and improve their clinical skills and teaching abilities. 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. Teaching Role of Nurses 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. Social, Economic, and Political Trends Affecting Healthcare 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. Social, Economic, and Political Trends Affecting Healthcare 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” Comparison of Nursing Process to Education Process The Educational 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. Comparison of Nursing Process to Education Process Learning 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). A - nalyze learner S - tate Objectives S - elect instructional methods and tools U - se teaching materials R - equire learner performance E - valuate/revise the teaching and learning process Role of a Nurse as an Educator 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  6 Competencies: QSEN 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. Barriers to Teaching Any question?